THE 

COURSES  OF  STUDY 

IN  THE 

WESTEKN  ILLINOIS 

STATE  NORMAL  SCHOOL 

AT 

MACOMB,  ILLINOIS. 

* 

—1907— 


Course  of  Study 


of  the 


Normal  Elementary  School 


of  the 


Western  Illinois  State  Normal  School 


Macomb,  Illinois. 


—1907— 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/coursesofstudyinOOwest 


THE  BOARD  OF  TRUSTEES 


EX-OFFICIO— FRANCIS  G.  BLAIR  SUPERINTENDENT 
OF  PUBLIC  INSTRUCTION. 


Appointed  by  the  Governor. 


LOUIS  H.  HANNA 
FRED  R.  JELLIFF 
JOHN  M.  KEEFER. 

J.  F.  MAINS 

JOHN  A.  MEAD . . . 


. . .Monmouth 
. . .Galesburg 

Macomb 

Stronghurst 
Augusta 


OFFICERS  OF  THE  BOARD 


LOUIS  H.  HANNA President 

JOHN  A.  MEAD Secretary 

ALBERT  EADS Treasurer 


THE  FACULTY. 


Alfred  Bayliss,  Principal.  School  Administration.  Sociology. 
B.  S.,  Hillsdale  College.  1870;  M.  S.,  1873.  Superintendent/  of  Public 
Instruction,  State  of  Illinois,  1889-1907. 

Samuel  B.  Hursh,  Vice- Principal.  Head  Instructor.  The  Art  of 
Teaching  English  Grammar  and  Literature. 

Diploma  Illinois  State  Normal  University,  1895;  A.  M.,  Lombard  Col- 
lege, 1906.  Principal  Streator  Township  High  School,  1899-’02. 
Frederick  G.  Bonser,  Head  Instructor.  Psychology.  The  Prin- 
ciples of  Education. 

B.  S.,  University  of  Illinois,  1901;  M.  S.,  1902;  Fellow  in  Education, 
1901-’02;  Fellow  in  Education,  Teachers  College,  Columbia,  1905-’06;  In- 
structor in  Psychology  and  Director  of  Training  School,  State  Normal 
School,  Cheney,  Washington,  1902-’05;  Instructor  in  Teachers  College, 
Columbia,  1906  [Summer]. 

David  L.  Arnold,  Head  Instructor.  The  Art  of  Teaching  School 
Mathematics. 

A.  B.,  Leland  Stanford  Jr.  University,  1895;  A.  M.,  1897;  Student  Uni- 
versity of  Leipzig,  1897-’08;  Student  Christiania,  1898.  Professor  of 
Mathematics,  Las  Vegas,  N.  M.  Normal  University,  1900-’01;  Profes- 
or  of  Mathematics,  Greeley,  Colorado,  State  Normal  School,  1901-’06. 
Oliver  M.  Dickerson,  Head  Instructor.  The  Art  of  Teaching 
History. 

Diploma  Illinois  State  Normal  University,  1899;  A.  B.,  University  of  Il- 
linois, 1903;  A.  M.,  1904;  Ph.  D.  1906;  Fellow  in  History,  University  of 
Illinois,  1901-’04;  Thayer  Scholar,  Harvard  University,  1904-’05;  Fellow 
in  History,  University  of  Illinois,  1905-’06.  Teacher  of  History,  Illinois 
State  Normal  University,  1904-’05-’06,  and  in  the  University  of  Illinois, 
[Summer]  1906. 

William  J.  Sutherland,  Head  Instructor.  The  Art  of  Teaching 
Geography. 

Diploma  Illinois  State  Normal  University,  1892;  Ph.  B.,  University  of 
Wisconsin,  1902;  Student  University  of  Chicago  [Summer]  1903.  Super- 
intendent of  City  Schools,  Charleston  Illinois,  1901-’02. 

John  P.  Drake,  Instructor  in  Physical  Science. 

A:  B.,  Wesleyan  University,  Middletown,  Conn.,  1894;  A.  M.  1895;  Stu- 
dent Biological  Laboratory,  L.  I.,  [Summers]  1895-’96;  Student  Univer- 
sity of  Wisconsin,  [Summer]  1897;  Student  University  of  Chicago[Sum- 
mers]  1898-’99.  Teacher  Science,  Moline,  Illinois,  High  School,  1898-1902. 


John  T.  Johnson,  Instructor  in  Biology. 

Diploma  Illinois  State  Normal  University,  1902;  A.  B.,  University  of 
Illinois,  1906:  Student  in  College  of  Agriculture,  University  of  Illinois, 
1904-’06.  Teacher  of  Biology,  University  of  Illinois  Academy,  1902-’08. 

Susie  B.  Davis,  Instructor  in  Reading. 

A.  B.,  Milton  College,  1898;  A.  M.,  1905.  Graduate  School  of  Oratory, 
Northwestern  University,  1905;  Supervisor  of  Reading  and  Physical 
Training,  Adrian,  Michigan,  1905-’06. 

Maud  Shamel,  Instructor  in  Music. 

Diploma  Springfield  Teachers’  Training  School,  1897;  Supervisor  of 
Music.  Ironwood,  Michigan,  1903-’05;  Supervisor  of  Music,  Oshkosh, 
Wisconsin,  State  Normal  School,  1905-’06. 

Jessie  Buckner,  Instructor  in  Drawing. 

Supervisor  of  Drawing,  Galesburg  and  Galva  Schools,  19  -1907. 

Louis  H.  Burch,  Instructor  in  the  Manual  Arts. 

Diploma  Cook  County  Normal  School,  1896;  Critic  Teacher,  Chicago 
Normal  School,  1901-’03:  Instructor  in  Manual  Arts,  University  of  Wis- 
consin, [Summer]  1905. 

Eva  Colby,  Instructor  in  the  Household  Arts. 

Diploma  Boston  School  of  Domestic  Science,  1904;  Student  University 
of  Chicago,  1905-1906;  Director  of  Domestic  Science,  Hackley  Manual 
Training  School,  Muskegon,  Mich,  1904-’05;  Freeport  Schools,  1906-’07. 
Nina  B.  Lamkin,  Instructor  in  Physical  Culture. 

Graduate  of  Champaign  Illinois  High  School,  1889;  B.  L.,  University  of 
Illinois,  1893;  Teacher’s  Certificate  in  Physical  Training,  Harvard  Gym- 
nasium, 1897;  Physical  Director,  Jewish  Manual  Training  School, 
Chicago  and  Riverside  Public  Schools,  1903-’07. 

Martha  J.  Hanna,  Instructor  in  Latin. 

A.  B.,  Monmouth  College,  1901;  Student  University  of  Chicago,  1903; 
Student  Western  Illinois  State  Normal  School,  [Summer]  1905. 
Charles  A.  Barnett,  Director  of  Athletics. 

Ph.  B.,  Ottawa  College,  1901;  A.  M.,  University  of  Kansas,  1907;  Direc- 
tor of  Athletics  and  Instructor  in  Drury  College,  1904-1905;  Coach,  Has- 
kell Indians,  1906-1907. 

Cora  M.  Hamilton,  Head  Training  Teacher. 

Supervisor  of  Primary  Grades  in  city  schools,  Bloomington  Illinois, 
1902-’03. 

Mabel  Carney,  Training  Teacher;  District  56,  McDonough  County. 
Student  Northern  Illinois  State  Normal  School,  1901-’02;  1903-’04;  Stu- 
dent University  of  Illinois,  [Summer],  1905.  Teacher  in  Districts  No.  20 
and  23,  Putnam  County,  1904-’06. 

Caroline  Grote,  Training  Teacher  in  Ninth  and  Tenth  Grades. 
Student  Carthage  College,  1897-’98;  County  Superintendent  of  Schools, 
Pike  County,  Illinois,  1898-1906. 

Lois  Coffey,  Training  Teacher  Seventh  and  Eighth  Grades. 

Diploma  Kansas  State  Normal  School,  1900;  Latin  Diploma,  1905;  Stu- 
dent University  of  Illinois  [Summer],  1906.  Teacher  of  History  and 
English,  Macomb  High  School,  1904-’06. 


Blanche  E.  Campbell,  Training  Teacher,  Fifth  and  Sixth  Grades. 
Critic  Diploma,  Oswego,  N.  Y.,  State  Normal  School,  1902;  Student 
University  of  Chicago,  1901;  Student  Teachers  College,  Columbia,  [Sum- 
mer] 1905;  Student  University  of  Chicago,  [Summer]  1906.  Training 
Teacher,  State  Normal  and  Industrial  School,  Milledgeville,  Georgia, 
1903-’06. 

Lillian  C.  Bergold,  Training  Teacher  Third  and  Fourth  Grades. 
Diploma  Springfield  Teachers’  Training  School,  1901;  Student  Heidle- 
berg,  1903;  Ph.  B.,  University  of  Chicago,  1906.  Teacher  of  Primary 
Grades,  Edwards  School,  Springfield,  Illinois,  1902-’04. 

Bertha  M.  Bentley,  Training  Teacher  First  and  Second  Grades. 
Diploma  Hasting,  Mich.,  High  School,  1890;  Ypsilanti  Normal  School, 
1892;  Graduate  Student,  Ypsilanti,  1898;  Student  Teachers’  College, 
Columbia,  1902;  Critic  Teacher,  Primary  Grades  and  Kindergarten,  1903- 
1906,  and  Supervisor  of  Manual  Training,  Summer  Term,  1906,  Cheney, 
Washington,  State  Normal  School. 

Margaret  Dunbar,  Librarian. 

B.  L.,  Monmouth  College,  1896;  B.  L.,  S.  University  of  Illinois,  1902. 
Fanny  R.  Jackson,  Assistant  Librarian. 

A.  B.,  Rockford  College,  1896;  B.  L.  S.,  University  of  Illinois,  1903;  As- 
sistant Librarian,  University  of  Illinois,  1903-1907. 


Clerk Mrs.  Josie  A.  Tabler 

Custodian W.  F.  Twyman 

Janitor W.  E.  DeCamp 

Janitor W.  N.  Felters 

Janitor Creighton  Bateson 

Engineer J.  J.  Buckley 

Fireman Frank  Hunter 

Fireman William  Scott 


THE  MILITARY  TRACT 

WESTERN  ILLINOIS  STATE  NORMAL  SCHOOL. 


The  Western  Illinois  State  Normal  School  was  established 
by  virtue  of  an  Act  of  the  General  Assembly  approved  April  24, 

1899.  It  was  located  at  Macomb,  McDonough  County,  August  14, 

1900,  in  accordance  with  the  provisions  of  the  Act  directing  the 
trustees  to  “locate  the  same  in  the  place  offering  the  most  ad- 
vantageous conditions,  all  things  considered,  as  nearly  central 
as  possible  in  that  portion  of  the  State  lying  west  of  the  fourth 
principal  meridian,  in  what  is  known  as  the  “military  tract.” 

The  school  site,  presented  to  the  State  by  the  citizens  of  Ma- 
comb, contains  nearly  sixty  acres  of  land,  and  the  campus  is  not 
excelled  in  beauty  by  any  in  the  State. 

The  building  is  one  of  the  finest  and  best  adapted  to  Normal 
school  purposes  in  the  world.  The  corner-stone  was  laid  De- 
cember 21,  1900.  School  was  opened  in  the  unfinished  building, 
September  23,  1902.  The  sixth  year’s  work  will  begin  October  1, 
1907.  The  object  of  the  school  is  “to  qualify  teachers  for  the 
common  schools  of  this  State  by  imparting  instruction  in  the  art  of 
teaching  in  all  branches  of  study  which  pertain  to  a common 
school  education,  and  such  other  studies  as  the  board  of  trustees 
may  from  time  to  time  prescribe.” 

THE  ORGANIZATION  OF  THE  SCHOOL 

At  a regular  meeting  of  the  Board  of  Trustees  held  at  Ma- 
comb, June  7,  1906,  the  following  general  plan  of  organiza- 
tion was  adopted: 

The  school  is  organized  in  three  divisions: 

I.  THE  NORMAL  SCHOOL. 

II.  THE  NORMAL  ELEMENTARY  SCHOOL. 

III.  THE  ACADEMIC  SCHOOL. 

The  classes  in  the  Normal  school  are  designated  as  “Junior” 
and  “Senior.” 

The  Elementary  school  is  organized  and  conducted  as  a com- 


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plete  common  school  with  two  or  more  classes  in  each  of  the 
grades.  It  is  intended  to  serve  as  a model  school  of  observation 
and  criticism  for  junior  students,  and  a school  of  practice  for  the 
advanced  student  teachers.  There  is  also  a model  ungraded 
school  connected  with  this  division. 

The  Academic  school  corresponds  to  the  11th  and  12th  grades 
in  a common  school,  or  the  third  and  fourth  years  of  a good 
high  school.  It  is  organized  for  the  benefit  of  students  who  do 
not  have  the  advantage  of  a free  high  school  in  their  home  districts. 
In  this  division  students  not  fully  prepared  for  the  Junior  class 
of  the  Normal  school  may  obtain  the  credits  necessary  for  ad- 
mission. 

THE  SCHOOL  YEAR  is  divided  into  four  quarters  of 
twelve  weeks  each.  For  the  convenience  of  teachers  in  service 
who  may  wish  to  spend  part  of  their  long  vacation  in  study,  the 
Summer  quarter  is  divided  into  two  terms  of  six  weeks  each. 

EQUIPMENT 

THE  LIBRARY 

The  library  contains  about  7,000  bound  volumes  and  is  gradu- 
ally and  steadily  growing,  2,000  volumes  having  been  added 
since  July  1907.  The  books  are  chosen  with  reference  to  the 
course  of  study  and  offer  supplemental  reading  in  all  subjects 
taught  in  the  school.  It  is  primarily  a reference  library  and  the 
books  are  kept  in  the  reading  room  and  on  open  shelves  in  the 
stack  room  for  the  use  of  the  students.  However  books  not  re- 
quired for  constant  reference  use  circulate  among  the  students 
for  home  reading,  the  collection  of  fiction,  about  300  volumes,  be- 
ing chiefly  used  in  this  way.  Seventy-five  general  and  special 
periodicals  are  subscribed  for  annually.  The  Chicago  Daily 
Tribune,  the  Chicago  Record -Herald,  the  New  York  Tribune 
Tri- weekly:  and  some  local  newspapers  are  on  file  in  the  reading 
room. 

THE  LABORATORIES 

Laboratories  and  work  rooms  for  biological  studies,  physics, 
chemistry,  geography,  manual  training  and  drawing  are  all  well 
located  with  an  abundance  of  well  lighted  room.  Each  is  equip- 
ped with  a supply  of  the  most  substantial  and  usable  apparatus 
and  materials  for  a high  grade  of  work  in  these  subjects.  Plans 
for  further  development,  including  a fully  equipped  laboratory 


9 


and  work  room  for  domestic  science  and  art,  are  under  process 
of  development  where  these  subjects  will  be  taught  in  accordance 
with  the  most  modern  aims  and  methods. 

THE  SCHOOL  GARDENS 

Two  acres  of  land  have  been  set  aside  upon  the  Normal 
grounds  for  the  development  of  school  gardens.  Here  both  the 
students  of  the  Normal  School  and  the  children  of  the  Training 
School  will  find  opportunity  for  extended  work  in  a first  hand 
study  of  many  valuable  phases  of  nature.  The  gardens  will  be 
developed  from  the  standpoint  of  educational  values.  All  work 
will  be  planned  with  a specific  purpose  in  view  and  with  the 
greatest  care.  It  is  believed  that  results  of  this  work  will  be  of 
far  reaching  value. 

THE  PEDAGOGICAL  LIBRARY  AND  MUSEUM 

A pedagogical  library  and  museum  is  in  process  of  develop- 
ment. The  library  phase  is  intended  to  furnish  first  hand  ac- 
quaintance with  the  best  and  most  recent  text  books  and  books 
supplementary  to  the  work  of  the  elementary  school.  The  lead- 
ing publishing  houses  are  placing  sets  of  their  books  here  for 
examination  and  trial.  These  form  a valuable  source  of  mater- 
ials for  criticism,  for  estimating  relative  values,  and  for  subject 
matter  itself. 

As  fast  as  possible,  collections  are  being  made  of  bulletins, 
pamphlets,  charts  and  pictures  bearing  upon  every  large  inter- 
est of  life.  There  are  now  over  2,000  pictures  in  the  Training 
School  collection  and  the  number  is  constantly  growing. 

Several  of  the  departments  of  this  school  already  have  much 
material  for  first  hand  study, — mineral  collections,  biological 
specimens,  geographical  materials,  a collection  of  Indian  pottery, 
manual  training  exhibits,  art  collections,  and  numerous  products 
showing  the  evolution  of  various  industries.  Several  cabinet  col- 
lections illustrative  of  important  industrial  processes  have  been 
secured  and  others  will  be  added  from  time  to  time. 

New  and  valuable  school  supplies  and  devices  are  obtained 
and  tested  so  far  as  possible.  The  aim  is  to  add  the  most  recent 
publications  and  productions  that  are  worth  while  as  soon  as 
they  are  placed  upon  the  market,  thus  keeping  the  prospective 
teacher  in  close  touch  with  the  latest  and  best  text  books,  sup- 
plementary reading,  teaching  materials  and  school  supplies. 


10 


PURPOSES  OF  THE  TRAINING  SCHOOL 

IN  RELATION  TO  THE  NORMAL  SCHOOL 

The  Training  School,  consisting  of  the  first  ten  public  school 
grades,  forms  an  integral  part  of  the  Normal  School.  It  serves 
as  a school  of  training  for  students  studying  the  principles  and 
art  of  teaching  through  observation,  criticism  and  participation 
in  its  work.  In  the  development  of  the  Normal  School,  the 
Training  School  serves  a threefold  purpose,  namely: 

1.  An  opportunity  for  training  students  who  have  sufficient 
foundation  in  the  practical  work  of  the  school  room,  giving  them 
practice  in  the  solution  of  the  daily  problems  of  teaching  and 
management,  under  the  supervision  of  expert  training  teachers  in 
co-operation  with  teachers  expert  in  subject  matter  and  the  ped- 
agogy of  the  special  subjects. 

2.  In  this  department  are  tested  the  validity  and  efficiency 
of  methods  and  conclusions  developed  in  other  departments  of 
the  Normal  School.  The  department  serves,  therefore,  as  a test- 
ing laboratory  for  the  products  of  the  institution  and  assures  a 
line  of  work  designed  to  meet  practical  and  practicable  needs. 

3.  The  Normal  School  stands  for  advanced  thought  in  educa- 
tion. The  Training  School  serves  as  a kind  of  educational  exper- 
iment station  for  investigation  and  research,  where  advanced 
thought  may  take  concrete  form  and  where  both  children  and  stud- 
ent teachers  may  derive  the  benefits  of  all  improvements  and  ad- 
vances in  school  work. 

All  that  is  said  of  the  graded  elementary  school  is  likewise 
true  of  the  ungraded  country  schooi , maintained  as  an  integral 
part  of  the  Training  School,  save  such  adaptations  and  modifica- 
tions as  are  necessitated  by  rural  conditions. 

AS  A TYPICAL  ELEMENTARY  SCHOOL  FOR  WESTERN  ILLINOIS 

While  existing  solely  as  a functional  part  of  the  Normal 
School  in  realizing  the  preparation  and  training  of  teachers  for 
the  public  schools,  the  most  fundamental  factor  in  determin- 
ing the  character  of  the  Training  School  is  to  make  it  a school 
typical  of  the  school  needs  of  this  environment.  In  any  ele- 
mentary school,  there  should  be  represented,  in  so  far  as  pos- 
sible, the  dominant  life  interests  of  the  community  itself  and  the 
larger  relationships  to  the  world  as  a whole,  past  and  present. 
The  work  which  teachers  observe  and  in  which  they  participate 


11 


in  our  school  must  be  typical  of  that  which  they  may  reasonably 
hope  to  accomplish  in  the  communities  to  which  they  go.  Our 
highest  aim  is  to  make  the  work  thoroughly  practical  and  in  con- 
formity with  the  immediate  problems  and  needs  of  the  environ- 
ment, and  at  the  same  time  develop  and  establish  ideals  towards 
which  all  schools  may  move,  assuring  progress  from  good  condi- 
tions to  better  and  working  with  a constant  hope  of  attaining  the 
best. 

In  equipment,  we  are  trying  to  make  our  rooms,  lighting,  sani- 
tation, decoration,  seating,  maps,  models,  sand  tables,  libraries, 
collections  of  pictures,  pedagogical  museum,  text  books,  school 
gardens,  manual  training  and  domestic  science  and  art  materials, 
and  all  other  elements  of  physical  equipment  typical  of  what  any 
school,  rural  or  urban,  might  hope  to  secure,  commensurate  with 
its  needs,  by  careful  and  judicious  planning  at  a reasonable  cost 
in  money  and  effort. 

Both  in  content  and  method  of  development,  we  offer  this 
course  of  study  as  one  which  we  believe  to  be  well  adapted  to  ele- 
mentary school  needs  and  conditions  in  Western  Illinois. 

PRINCIPLES  OF  ORGANIZATION 

The  organization  here  employed  involves  two  basic  principles, 
namely: 

1.  The  curriculum  of  the  school  must  be  brought  into  har- 
mony with  the  needs  and  interests  of  present  day  life  in  our  own 
immediate  environment  and  of  the  world  at  large,  the  social  basis. 

2.  The  work,  at  any  given  stage  of  the  child’s  develop- 
ment, must  be  that  which  is  best  adapted  to  the  greatest  enrich- 
ment of  his  life  as  determined  by  his  ability  and  capacity  in  rela- 
tion to  his  individual  needs,  the  psychological  basis. 

These  two  principles  imply  two  corollaries  which  it  is  worth 
while  to  state  explicitly,  namely: 

1.  The  school  must  become  really  democratic , must  provide 
material  and  means  for  the  development  of  the  concrete  thinkers, 
the  pupils  who  can  manage  things , affairs  and  men,  the  pupils  of 
action , as  well  as  for  the  abstract  thinkers,  the  pupils  who  manage 
ideas  and  think  easily  in  terms  of  symbols.  Schools  have  been 
unfair  in  discriminating  against  concrete  thinkers  and  have  de- 
veloped a selection  of  abstract  thinkers  for  the  upper  grades 
through  programs  and  forms  of  work  uncomfortable  and  even  un- 


12 


profitable  for  a majority  of  the  children  who  should  be  participat- 
ing in  school  advantages. 

2.  The  method  of  procedure  must  be  typical  of  the  activi- 
ties and  the  life  making  up  the  civilization  of  today,  must  be 
through  active  participation  in  the  processes  of  real  life  as  this 
life  maintains  itself  in  our  time  and  as  it  has  developed  in  its  evo- 
lution from  simple  beginnings. 

Social  evolution  in  all  its  phases  from  the  simplest  vocational 
activity  to  the  highest  form  of  religious  expression,  has  produced 
a social  situation  with  which  the  traditional  school  is  out  of  har- 
mony. Not  only  is  the  traditional  school  unresponsive  and  inad- 
equate to  the  social  demands  of  our  time,  but  it  is  consistent  with 
the  nature  of  the  child  mind  and  its  development  as  we  know 
these  through  the  accumulated  studies  of  recent  years.  Both  of 
these  factors,  response  to  social  needs,  and  response  to  the  re- 
quirements of  the  child’s  mental  growth,  must  function  in  the  or- 
ganization of  our  schools,  On  this  basis,  every  element  in  every 
subject  of  study  is  measured  by  its  place  in  supplying  a real  need 
appreciated  by  the  child  and  within  the  range  of  his  capacity. 
Insight  into  the  industrial  and  institutional  life  of  today,  appreci- 
ation of  our  place  in  this  life,  a sympathetic  knowledge  of  the  ev- 
olution of  this  life  through  our  participation  in  it  and  in  the  pro- 
cesses which  have  marked  its  becoming, — these  are  guiding  ideals. 

Primary  emphasis  is  placed  upon  the  mutual  interdepend- 
ence of  the  members  making  up  the  social  group.  The  classes 
themselves,  with  their  teachers,  become  co-operative  groups  for 
the  solution  of  real  problems  presented  by  real  situations. 

Emphasis  is  to  be  observed  upon  the  industrial,  commercial 
and  economic  aspects  of  the  subjects  of  study.  We  have  no  fear 
of  the  term  utility  as  a foundation  principle.  But  it  is  also  to  be 
noted  that  these  fundamental  interests  of  all  peoples  of  all  times 
lead  out  into  all  the  higher  aspects  of  life  and  culture.  All  arti- 
sanship  leads  to  art.  Our  study  of  the  pottery  industry,  of  which 
Macomb  is  a center,  leads  us  to  Greek  decorative  design,  to  an 
acquaintance  with  important  historical  knowledge  of  many  peo- 
ples, and  to  numerous  sources  in  literature.  Geography  and  na- 
ture study,  though  emphasized  in  their  economic  aspects,  cannot 
fail  to  lead  through  principles  and  mysteries  to  an  appreciation  of 
the  infinite. 


13 


Closeness  of  organization  is  essential  to  our  plan.  All  sub- 
jects in  their  proper  relationship  demands  correlation  of  subjects, 
correlation  of  school  with  life,  correlation  of  the  past  with  the 
present. 

The  work  of  preparing  this  course  has  been  done  very  large- 
ly by  the  co- operation  of  the  entire  faculty  of  the  Normal  School. 
The  course  has  been  found  workable,  and  is  believed  to  be  in  har- 
mony with  much  of  the  best  educational  thought  of  our  day.  To  be 
sure,  it  is  believed  that  many  changes  in  detail — perhaps  even  in 
important  elements  of  the  plan  as  a whole — will  be  found  advisable 
in  the  further  development  of  our  work.  The  last  word  has  not 
been  said  in  any  phrase  of  pedagogy,  and  frequent  revision  of 
various  features  of  the  work  will  be  wise  and  are  to  be  looked 
for  so  long  as  many  questions  are  so  largely  tentative.  But  with 
these  reservations  and  under  existing  circumstances,  the  course  is 
presented  as  our  best  solution  of  the  general  problem  to  serve  as 
a working  basis  until  time  and  research  shall  enable  us  to  offer  a 
more  nearly  permanent  plan. 

THE  CURRICULUM— AIMS  OF  WORK  AS  A WHOLE 

ENGLISH 

Mastery  of  the  mother  tongue  is  fundamental  to  all  work.  In 
the  elementary  school,  the  aim  in  English  is  to  develop  ability 
to  speak  and  read  and  write  the  language  with  freedom,  clearness 
and  correctness.  Language  is  the  expression  of  thought.  To 
have  something  to  express  is  the  first  factor.  Rich  thought  con- 
tent is  the  basis  of  all  language  work  which  counts.  All  subjects  of 
study  are,  therefore,  tributary  to  English.  If  expression  is  not 
clear  it  is  usually  made  so  by  clarifying  thought.  As  occasions 
arise,  the  child  is  taught,  by  usage,  the  simpler  rules  of  composi- 
tion, capitalization,  punctuation,  etc.  The  meaning  of  forms  is 
taught  as  needs  demand  and  there  are  gradually  developed  the  bas- 
ic principles  of  language  structure — proper  usage  with  such  gen- 
iralization  as  pupils  can  appreciate.  Technical  grammar  study  is 
deferred  until  the  last  quarter  of  the  eighth  year  and  the  work  at 
that  time  is  largely  an  organization  of  the  facts  and  principles  de- 
veloped through  earlier  years.  Technical  grammar  is  difficult 
and  fitted  only  for  mature  minds.  In  the  elementary  school  it  is 
the  art  of  right  usage  rather  than  the  science  of  technical  relation- 
ships that  is  the  aim.  In  reading  our  chief  aim  is  the  getting  and 


14 


expressing  of  the  author’s  thoughts  and  feelings.  We  insist  up- 
on much  reading  and  that  from  the  best  sources  and  within  the 
range  of  the  child’s  interest  and  appreciation.  The  spirit,  the 
joy,  the  author’s  thought  and  purpose,  rather  than  technical  con- 
siderations, are  the  elements  emphasized.  “To  miss  the  joy  is  to 
miss  all”. 


HISTORY 

It  is  believed  that  the  study  of  the  conditions  and  activities 
which  have  marked  the  progress  of  man  from  his  earliest  and 
lowest  estate  to  the  civilization  of  today  should  begin  as  soon 
as  the  child  enters  school.  History,  regarded  as  the  study 
of  social  life,  continues  through  the  first  nine  school  grades.  The 
purpose  of  this  study  in  the  lower  grades  is  to  awaken  and  devel- 
op a realizing  consciousness  of  the  meaning  of  the  child’s  own 
activities  and  relationships.  For  this  purpose,  the  conditions, 
activities,  industries  and  occupations  of  the  immediate  environ- 
ment are  the  basis  of  study  for  the  first  year.  Social  interde- 
pendence through  these  concrete  illustrations  is  impressed  in  so 
far  as  the  child  can  appreciate  it.  This  work  is  followed  by  the 
use  of  a simpler  society,  that  of  primitive  man,  where  the  work 
all  centers  about  the  evolution  of  the  more  fundamental  economic 
and  industrial  activities  and  the  gradual  development  of  other  in- 
terests from  these.  For  the  same  types  of  study  through  typi- 
cal peoples,  the  third,  fourth,  fifth  and  sixth  grades  use,  in  their  or- 
der, the  Hebrews,  Persians,  Greeks,  Romans,  and  the  peoples  of 
Mediaeval  Europe  down  through  early  English  history  to  the  dis- 
covery and  early  settlements  of  America.  Steps  in  progress  are 
the  basis  of  selection  of  materials.  Close  correlations  with  geog- 
raphy and  with  the  manual  arts  are  observed  where  they  exist, 
and  dramatization — living  the  experiences  portrayed — are  prom- 
inent in  the  method  of  study.  The  closing  quarter  of  the  sixth 
grade  is  devoted  to  the  history  of  Illinois,  leading  back  to  the  be- 
ginnings of  colonial  history.  The  seventh  and  eighth  grades  are 
devoted  to  American  history  and  civil  government.  Federal  gov- 
ernment is  taken  up  in  connection  with  the  adoption  of  the  con- 
stitution, and  state  government  in  its  relation  to  general  govern- 
ment at  the  close  of  the  eighth  year.  In  the  ninth  grade,  An- 
cient and  Mediaeval  history  are  taken  up  in  the  usual  high  school 
way  but  with  much  greater  emphasis  on  the  question  of  relative 


15 


values  as  a basis  of  selection  of  material  than  is  usual.  The  pur- 
pose of  history  constantly  urged  is  its  aid  in  interpreting  the  life 
of  our  own  time,  its  influence  in  shaping  our  conduct.  Study  of 
the  past  is  justified  only  by  the  light  it  throws  upon  the  present 
and  the  control  it  exerts  in  shaping  the  future. 

GEOGRAPHY 

In  the  study  of  geography,  the  aim  is  to  acquaint  the  pupil 
with  those  phases  of  the  earth’s  topography,  physical  conditions 
and  place  in  the  Solar  System  which  bear  most  direct  relationship 
to  man’s  activities,  and  to  impress  clearly  the  meaning  of  these 
relationships.  The  study  of  the  responses  to  conditions  and  of 
the  life  activities  of  races  and  peoples  has  a large  place  in 
geography.  Through  our  dependence  upon  peoples  of  all 
lands,  as  shown  by  world  commerce  leading  into  world 

industries,  the  study  of  our  wants  and  the  means  and 

sources  of  their  supply  carry  us  to  every  phase  of 

geography  worth  while.  The  work  bristles  with  cause 

and  effect  relationships.  All  work  may  be  in  relation  to  the  de- 
velopment of  large  principles  developed  through  the  solution  of 
many  individual  concrete  problems.  The  influence  geography 
has  exerted  upon  history,  and  the  changes  wrought  in  geography 
by  history  correlate  these  subjects  very  closely.  Industrial  and 
commercial  phases  of  geography  often  involve  much  work  in  man- 
ual arts  and  arithmetic.  While  all  vitally  related  materials  are 
properly  coordinated,  in  geography  study  itself,  life  responses 
to  geographic  controls  are  the  elements  emphasized. 

Home  geography,  in  connection  with  nature  study  and  his- 
tory, make  up  the  first  three  years’  work.  Geographic  controls 
in  relation  to  local  occupations  and  industries  are  the  basis.  The 
fourth  grade  leads  out  to  the  larger  industries  of  the  United  States 
and  toward  its  close  to  a notion  of  the  world  as  a whole.  The 
fifth  year  covers  a somewhat  intensive  study  of  North  America. 
The  sixth  grade,  emphasizing  geographical  principles  as  an  end, 
utilizes  South  America  for  detailed  study,  with  applications  of 
principles  developed  to  Europe,  emphasizing  elements  also  of  his- 
torical and  commercial  importance.  Asia,  Africa  aud  Australia 
constitute  the  materials  for  the  seventh  grade  while  a regional 
study  of  United  States  with  its  relation  to  our  industries  and 
through  these  to  world  regions  on  the  basis  of  industrial  relation- 


16 


ships  is  the  work  of  the  eighth  grade.  Physical  geography  by 
the  laboratory  method  is  given  in  the  third  quarter  of  the  ninth 
grade. 


NATURE  STUDY 

Nature  study  is  vitally  related  to  the  geography  and  history 
study  of  our  lower  grades.  Little  differentiation  is  made  before 
the  fourth  grade.  Economic  and  aesthetic  ideals  are  kept  constant- 
ly in  mind  as  bases  for  the  selection  of  material.  In  biological 
studies,  for  example,  species  are  selected  which  are  beneficial  or 
injurious  rather  than  neutral;  beautiful  species  rather  than  incon- 
spicuous; common  species  rather  than  rare;  species  leading  up 
to  general  principles  are  to  bepreferied;  species  brought  in  or  in- 
quired about  are  regarded  as  worthy.  Nature  study  should  aim 
to  develop  the  knowledge  and  ability  to  control  nature  and  make 
it  minister  unto  the  needs  of  man,  on  the  economic  side;  on  the 
aesthetic  side,  it  should  cultivate  and  develop  a sympathetic  ap- 
preciation of  natural  beauty  in  all  its  forms  and  lead  the  child  so 
to  love  it  that  he  will  ever  seek  beautiful  surroundings.  Selec- 
tion, then  must  be  based  upon  real  need  and  must  grow  out  of  the 
nearest  and  most  vital  home  interests,  leading  over  into  the  most 
fundamental  fields  of  industry  on  the  one  hand  and  of  art  on  the 
other.  If  usable  knowledge  of  every-day  importance,  appreci- 
ated in  relation  to  large  human  activities,  and  really  aesthetic 
values  are  gained  from  the  work,  the  moral  and  spiritual  values 
will  take  care  of  themselves. 

Relating  the  work  as  we  do  to  life  needs,  both  biological  and 
physical  phases  receive  due  emphasis.  As  we  hope  definitely  to 
arrange  the  work,  we  believe  it  will  result  in  laying  before  the 
pupil  the  evidences,  the  factors,  and  the  conclusions  of  the  fund- 
amental principles  of  natural  development,  both  physical  and  or- 
ganic, in  such  a manner  that  there  will  be  developed  in  him  a tol- 
erant, open  and  scientific  attitude  of  mind.  While  we  have  not 
yet  arrived  at  a thoroughly  satisfactory  organization  of  detailed 
material  for  the  grades  on  the  basis  of  these  principles,  we  be- 
lieve the  work  suggested  on  the  following  pages  in  nature  study 
is  well  graded  and  worth  while.  We  shall  have  more  to  say  on 
this  subject  in  a future  publication.  In  the  ninth  and  tenth 
grades,  the  work  becomes  definitely  divided  between  biological 
and  physical  science  subjects. 


THE  AUDITORIUM 


THE  READING  ROOM 


17 


MATHEMATICS 

Throughout  our  work,  the  quantitive  side  of  all  subjects,  the 
number  relationships,  receive  due  attention.  Formal  number 
work  does  not  appear  in  the  first  or  second  grades  and  very  little 
in  the  third,  but  the  number  relationships  involved  in  hand  work, 
nature  and  geography  study,  history  and  other  work,  are  suffi- 
ciently emphasized  as  they  are  needed  to  make  them  usable  and 
permanent.  In  the  grades  following,  quantitive  relations  are  com- 
stantly  appearing  which  form  the  motive  and  basis  for  all  arith- 
metic work  taken  up.  Due  attention  is  given  to  the  number  and 
sequence  of  processes  and  all  are  taken  up  as  soon  as  the  child  is 
able  readily  to  use  them  in  solving  the  problems  for  which  his 
work  calls.  Manual  and  industrial  studies,  games,  nature  study 
and  other  subjects  furnish  the  motives  and  problems  for  most  of 
the  work.  Enough  drill  work  is  insisted  upon  to  make  all  con- 
binations,  tables  and  processes  permanent.  Number  is  not  taught 
primarily  as  a mental  discipline  any  more  than  history  or  geog- 
raphy, but  for  the  same  reason — to  enable  the  child  intelligently 
and  efficiently  to  meet  the  needs  of  life  in  our  time,  to  solve  the 
problems  which  confront  him  in  actual  life. 

MANUAL  ARTS 

The  term  manual  arts  comprehends  all  work  involving  the  ma- 
nipulation of  materials.  Three  groups  of  activities,  not  distinct  by 
any  means  but  constantly  overlapping,  make  the  basis  of  our  or- 
ganization as  shown  below.  Art  is  a form  of  expression  com- 
parable with  English.  Any  of  this  work  which  functions  must 
grow  out  of  the  child’s  experience  and  must  result  in  response  to 
a feeling  of  need  for  expression.  Accomplishment  is  to  be  meas- 
ured in  terms  of  the  child’s  growth.  Adult  standards  are  not  to 
be  forced  upon  the  pupil.  Motive,  freedom  of  expression,  growth 
in  ability  to  see  and  appreciate  and  express  details  in  their  true 
relationships,  these  are  the  points  of  emphasis.  Subject  matter 
from  other  studies,  for  festal  occasions,  and  from  the  environment 
is  the  source  of  motive  and  initiative.  Creative  work  is  encouraged 
and  individuality  thus  developed.  Children  are  taught  to  criticize 
intelligently  their  own  work  and  to  cultivate  discriminating  judg- 
ment through  studies  of  master  pieces  within  the  range  of  their 
appreciation.  Principles  are  taught  through  concrete  studies 


18 


arising  in  the  child’s  own  work,  and  by  reference  to  masterpieces 
of  recognized  excellence  emphasizing  the  points  in  question. 

In  every  project  taken  up,  the  thought  side  is  the  element  of 
paramount  importance,  guaranteed,  not  only  by  critical  attention 
to  materials,  tools  and  processes,  but  by  relations  to  life  interests 
and  activities.  Every  piece  of  manual  work  should  open  up  to 
the  child  a broad  field  of  industrial  or  vocational  activity  and  en- 
able him  to  appreciate  something  of  its  meaning  and  of  his  rela- 
lation  to  it.  That  the  work  may  not  degenerate  into  the  mere 
making  of  things,  we  insist  that  as  much  as  one  half  the  time  shall 
be  given  to  the  considerations  of  thought  values. 

All  of  the  three  divisions  indicated  below  often  contribute  to 
the  production  of  a single  project.  A given  piece  of  furniture 
may  be  the  subject  of  discussion  in  the  course  in  household  de- 
coration; the  design  and  plan  will  be  made  under  the  supervision 
of  the  teacher  of  drawing;  and  the  finished  product  will  be  the 
result  of  work  in  the  wood  shop.  The  three  fields  constantly 
overlap  and  the  three  teachers  work  inclose,  unified  cooperation. 

Drawing  and  Modeling.  Work  in  pencil,  charcoal,  crayon, 
water  color  paint  and  clay.  All  work  of  the  elementary  school  is 
of  the  free,  self  expression  type,  save  the  mechanical  drawings  of 
designs  and  plans  for  projects.  Motives  are  furnished  in  decora- 
tive design,  illustration  of  stories  and  poems,  scenes  from  history, 
landscapes,  life  forms  in  nature  study,  apparatus  in  experiments, 
and  local  life  interests  and  activities.  Creative  efforts  are  en- 
couraged. Studies  of  masterpieces  in  painting,  sculpture  and 
architecture  form  an  integral  part  of  the  work,  together  with  such 
study  of  the  history  of  art  and  its  masters  as  lies  within  the  ap- 
preciation of  pupils  from  grade  to  grade.  To  be  able  to  know  the 
good  in  art,  and  to  appreciate  and  love  it,  are  factors  emphasized 
throughout  the  work. 

Household  Arts.  Textiles,  laundering,  pottery,  cooking  and 
household  decoration  and  sanitation  are  the  most  important  phases 
of  this  work.  Each  phase  of  the  work  is  studied  in  its  relation 
to  present  day  social  needs  and  an  intelligent  understanding  of 
the  meaning  and  significance  of  each  activity  is  emphasized  rather 
than  the  development  of  great  technical  skill.  Historical  devel- 
opment, relation  to  large  industries,  sources  of  material,  commer- 
cial processes,  economic  values,  cultivation  of  taste  and  good 
judgment,  self  helpfulness,  the  economics  of  buying,  and  relations 


19 


to  the  home  and  family  as  an  institution,  are  questions  of  large 
importance  in  this  field  of  study. 

Industrial  Arts.  Wood  work,  metal  work,  and  allied  indus- 
tries. Wood  construction  in  its  manifold  forms — house  construc- 
tion, furniture  and  cabinet  making,  vehicles,  farm  implements 
and  tools,  manufacturing  machinery  and  tools,  boat  building,  etc. ; 
metal  work  in  all  its  forms — in  iron  and  steel,  copper,  bronze, 
brass,  nickle,  tin,  lead,  aluminum,  etc.;  and  the  large  allied  indus- 
tries in  connection  with  these — plumbing,  painting,  glass  manu- 
facture, work  in  brick  and  stone,  printing,  bookbinding,  etc.,  to- 
gether with  sources  of  power,  water,  steam,  electricity,  etc. — 
these  form  the  subjects  of  study  in  this  field.  Of  course,  but  a 
few  typical  projects  can  be  actually  accomplished.  But  those 
selected  may  give  an  insight  into  and  an  appreciation  of  many 
large  industries  of  vital  importance.  They  should  enable  the 
pupil  to  see  very  valuable  fundamental  social  relationships,  and 
appreciate  social  obligations  and  social  perspective.  Each  of 
these  fields  of  artisanship  will  become  so  full  of  meaning  that  its 
dignity  and  worth  will  be  appreciated  and  that  its  intelligent  and 
creative  workmen  will  be  recognized  as  artists  as  well  as  artisans. 

MUSIC 

Music  is  taught  as  a form  of  expression  in  which  the  awaken- 
ing and  appreciation  of  feeling  is  a chief  element.  To  do  this, 
technique  must  be  duly  subordinated.  The  first  aim  is  to  get  child- 
ren to  like  to  participate  in  the  singing.  Composition  of  simple 
melodies  is  encouraged  from  the  beginning.  Original  phrases  for 
the  text  are  set  to  original  musical  phrases  for  the  melody.  Song 
topics  are  suggested  by  the  children,  and  the  real  meaning  of  mu- 
sic is  thus  early  appreciated,  and  creative  ability  stimulated  and 
cultivated.  Much  care  is  given  to  the  selection  and  gradation  of 
music.  The  text  for  songs  must  be  of  standard  literary  value, 
the  music  of  recognized  excellence,  each  within  the  child’s  range 
of  appreciation.  Careful  attention  is  given  to  ear  training  and  to 
voice  culture.  Work  is  provided  in  both  individual  and  group  in- 
struction. Much  is  made  of  festival  occasions  and  program  mu- 
sic. Appropriate  studies  in  history  of  music  are  provided.  A 
Training  School  orchestra  and  chorus  are  maintained.  To  learn 
to  sing,  to  love  and  enjoy  good  music,  and  to  develop  good  music- 
al taste  and  judgment  are  the  important  aims. 


20 


FIRST  GRADE 

PHYSICAL  EDUCATION 

The  daily  program  should  provide  systematic  physical  train- 
ing for  the  child.  This  is  not  only  to  develop  his  strength  and 
keep  his  body  in  such  perfect  health  as  to  maintain  normal,  pro- 
gressive growth  and  development,  but  also  that  grace  in  posture, 
carriage  and  action  may  be  developed,  as  well  as  the  disposition 
to  enter  with  pleasure  and  profit  the  various  recreations  so  neces- 
sary in  any  phase  of  successful  life.  To  make  adequate  provi- 
sion for  this  development,  this  course  offers  numerous  periods  of 
rest,  games,  gymnastics  and  calisthenics,  outdoor  athletics,  and 
an  extended  course  in  general  and  personal  hygeine.  This  latter 
work  considers  questions  of  dietetics,  cleanliness,  care  of  teeth 
and  skin,  fatigue,  sleep,  protection  against  contagion,  treatment 
for  accidental  mutilations,  and  other  items  necessary  to  the  care 
and  preservation  of  a healthy  body.  Thorough  individual  phys- 
ical examinations  are  made  each  year,  and  for  children  needing 
it,  special  corrective  instruction  is  given.  Studies  in  history  oc- 
casionally suggest  “Olympic”  and  other  tournaments  and  the 
seventh  and  eighth  grades  constitute  an  “Indian  Tribe”  whose 
ideals  are  physical  and  moral  efficiency.  “Athleticism”  is  care- 
fully avoided  and  the  ideal  of  play  for  the  joy  of  the  playing  is 
exalted. 


GERMAN 

Work  has  been  begun  by  the  “Natural”  method  in  the  third 
and  fourth  grades,  and  is  to  be  carried  upward  through  the  suc- 
ceeding grades,  as  these  classes  advance.  Conversations,  plays, 
games  and  stories  in  the  language  give  the  work  real  content  and 
meaning.  Pronunciation  and  vocabulary  are  thus  developed 
while  the  mind  is  most  responsive.  Knowledge  of  construction 
is  gained  through  usage.  Reading  is  taken  up  toward  the  close 
Of  the  first  year’s  work. 

OUTLINE  OF  STUDIES 

GRADE  I 

ENGLISH 

The  work  in  this  grade  is  largely  oral.  Reading  is  not  begun 
until  after  the  middle  of  the  year.  Dramatization  is  used  exten- 
sively to  develop  freedom  and  initiative  in  expression  and  action. 


21 


FIRST  GRADE 

Stories,  poems,  songs,  and  oral  work  in  all  of  the  other  subjects 
give  rich  thought  content,  occasion  for  expression,  and  extended 
practice  in  developing  freedom  and  improvement  in  speaking. 
Careful  selection  has  been  made  from  among  the  numerous 
sources  of  material,  and  the  classics  which  by  long  experience 
have  been  found  most  interesting  to  children  are  used.  The 
following  list  contains  many  of  the  best.  Not  all  are  used,  but 
from  this  suggestive  list  those  are  taken  which  best  suit  condi- 
tions at  a given  time. 

Literature.  To  be  told  by  the  teacher  and  reproduced  by 
children. 

Stories. 

Myths — Greek  and  Norse. 

Belleraphon  and  Pegasus  1,  2- II,  3,  4,  151. 

Phaeton  5. 

Ulysses  and  the  Bag  of  Winds  1,  2-1,  13 
Siegfried’s  Childhood  8,  9,  16,  19,  21 
Odin’s  Sacrifice  10,  15,  18,  20,  21,  22 
Fairy  Tale,  Folklore  and  Fable. 

The  Ugly  Duckling  14,  24',  26,  28,  30,  31,  32 

Jack  and  the  Bean  Stalk  24,  26,  27,  33 

Sleeping  Beauty  13-11,  31,  33 

The  Straw,  the  Coal  and  the  Bean  29-11,  30,  31 

The  Brave  Tin  Soldier  28,  32 

The  Discontented  Pine  Tree  30 

Four  Accomplished  Brothers  32 

How  Six  Traveled  through  the  World  29-11 

Elves  and  the  Shoemaker  32 

The  Frog  Prince  29-1,  32,  34 

The  Three  Pigs  25,  27 

The  Three  Bears  25,  26,  27,  30,  33 

Little  Bed  Riding  Hood  24,  26,  27,  30,  33 

Five  Peas  in  a Pod  28,  35 

How  the  Woodpecker  Got  Its  Red  Head  5 

The  Boy  and  the  Wolf  24 

The  Dog  and  His  Shadow  12-1 

The  Dog  in  the  Manger  12-11,  24,  27 

The  Man,  the  Sun  and  the  Wind  27 

lumbers  refer  to  books  containing  stories  and  poems.  A full  list  of 
books  with  publishers  forms  an  appendix  at  the  close  of  this  book. 


22 


FIRST  GRADE 

Process  Stories. 

The  Old  Woman  and  Her  Pig  30 
Chicken  Little  35 
The  Gingerbread  Man  71 
The  Hen  and  the  Grain  of  Wheat  35 
Three  Little  Goats  Gruff  13T 
Bible  and  Hero  Stories. 

David  and  Goliath  36,  37 
Joseph  36,  37 
The  Christ  Child  38 
Cedric  39 

The  Leak  in  the  Dyke  42 
St.  George  and  the  Dragon  40 
Nahum  Prince  3 

Humorous  Stories. 

Musicians  of  Bremen  30 
Santa  Claus  and  the  Mouse  3 
The  Moon  in  the  Mill  Pond  41 

Poems. 

September,  one  stanza — H.  H.  Jackson  1,  5 

Mother  Goose  Melodies  9,  24 

Time  to  Rise  7,  10 

How  the  Leaves  Came  Down  1,  5 

Autumn  Leaves  5 

October  Gave  a Party  5 

Singing — Stevenson  1,  10 

What  Everyone  Knows  3 

November  1 

My  Shadow  2,  7,  10 

The  Magic  Vine  1 

Jack  Frost  1. 

Christmas  Song — Field  1 

’Twas  the  Night  before  Christmas — Moore  1,  2 

New  Year — Mullock  4 

A Million  Little  Diamonds  11 

Twinkle  Twinkle  Little  Star  1,  2,  5 

The  City  Mouse  and  the  Country  Mouse — Rosetti  3 

The  Cow — Stevenson  7,  10 

The  Lost  Doll — Kingsley  5 


23 


FIRST  GRAEE 

The  Little  Kittens  5 

I Love  Little  Pussy  3 

The  Boy  and  the  Sheep — Taylor  4 

The  Drum — Field  6 

March — The  Plan  Book 

The  Wind— Rosetti  3 

The  Sun  Beams — Poulsson  5,  7 

The  Seed — Kate  Brown  1 

How  the  Winds  Blow — Spring,  one  stanza  5 

Chickens  1 

April  1 

Dandelion — Kate  Brown  5 

Who  Likes  the  Rain — C.  D.  Bates  5 

Rain — Stevenson  7,  10 

Apple  Blossoms — Kate  Brown  1 

My  Garden  Bed — Poulsson  8 

Merry  Brown  Thrush — Larcom  1 

What  Does  Little  Birdie  Say — Tennyson 

The  Wonderful  Meadow — Wadsworth,  two  stanzas  1 

The  Elf  and  the  Dormouse — Herford  4 

The  Swallow’s  Nest — Edwin  Arnold  4 

The  Spider  and  the  Fly,  one  stanza  1,  5 

A Little  Boy’s  Walk — Poulsson  1 

Sunrise  and  Sunset  4 

The  Duel — Field  2,  10 

Songs.  Connected  with  occasions,  seasons  and  daily  inter- 
ests. See  music. 

Reading.  Reading  will  not  be  taken  up  until  children  have 
had  sufficient  work  in  story  telling,  dramatization,  conversations 
on  numerous  topics,  and  directed  play,  construction  work  and  other 
physical  activities  to  furnish  a basis  of  interest  and  freedom  of 
vocabulary  and  expression.  For  most  children,  this  period  will 
not  be  reached  until  near  the  last  quarter  of  the  year,  excepting 
for  those  who  have  had  extended  kindergarten  advantages. 
However,  work  will  begin  with  groups  as  soon  as  they  develop. 
The  books  used  will  vary,  but  will  be  chosen  from  among  the 
following  or  others  ranking  with  them  in  choice  of  material: 

The  Holton  Primer — Rand,  McNally  & Co.,  Chicago. 
First  Year  Language  Reader — The  Macmillan  Co., 
Chicago. 


24 


FIRST  GRADE 

Nursery  Rhymes,  Welch — D.  C.  Heath  & Co.,  Chicago. 

The  Sunbonnet  Baby  Primer — Rand,  McNally  & Co. 

The  Outdoor  Primer — Rand,  McNally  & Co. 

Spelling  and  Phonetics.  In  connection  with  reading.  Look 
and  say  method  at  first.  Simple  vowel  sounds  and  single  con- 
sonants, the  more  common  phonograms,  and  the  building  up  of 
families  in  phonics.  Writing  of  simple  sentences  taken  from 
other  work. 

Language.  Use  of  capitals  in  beginning  sentences  and  names 
of  persons,  and  the  pronoun  I;  use  of  the  period  and  the  interro- 
gation point  at  close  of  sentences. 

Reproduction  of  reading  lessons  and  stories  orally;  stories 
reduced  to  a few  essential  statements  reproduced  in  writing. 
Memorizing  songs  and  poems.  Telling  of  experiences  and  inter- 
ests. 

HISTORY 

The  aim  in  the  work  of  the  first  grade  is  to  make  the  child 
acquainted  with  his  community  as  a social  unit.  It  consists  in  a 
study  of  the  principal  occupations  followed  in  the  locality. 
Although  it  is  not  history  in  a technical  sense,  it  is  a preparation 
for  the  work  following  in  history.  It  is  designed  to  develop  the 
child’s  appreciation  of  the  mutual  interdependence  of  the  differ- 
ent members  that  make  up  the  community  as  an  industrial  and 
social  group.  The  social  service  performed  by  the  father,  the 
mother,  the  child,  the  grocer,  the  carpenter,  the  banker,  the  rail- 
road, etc. , are  brought  out  clearly,  as  well  as  the  ways  in  which 
these  different  units  are  remunerated  for  their  activities.  Pupils 
learn  something  of  all  the  people  who  are  employed  in  the  local 
industries  and  of  their  places  of  business.  The  necessity  of 
these  occupations  and  professions  is  emphasized.  Pupils  see  how 
the  local  society  keeps  itself  going.  They  see  how  promptness, 
order,  cleanliness  and  efficiency  make  for  success  and  that  care- 
lessness, uncleanliness  and  laziness  lead  to  failure.  The  pro- 
ducts of  the  field,  the  dairy  and  the  orchard  are  subjects  of  study; 
the  relations  which  the  interests  and  activities  of  the  home  and 
family  bear  to  the  general  social  interests  are  dwelt  upon  at 
length.  The  order  to  follow  varies  of  course,  with  community 
interests.  In  each  school  that  order  of  selection  is  best  which 
leads  from  the  known  and  familiar  occupations  to  these  more  re- 
mote from  the  child’s  experience.  In  any  case,  the  starting  point 


25 


FIRST  GRADE 

is  the  same,  namely,  the  home,  for  that  is  well  known  to  all. 
From  that  as  a center,  the  inquiry  should  extend  to  those  occu- 
pations which  supply  the  home,  and  from  these  to  others  from 
which  they  draw  their  supplies,  and  in  this  way  lead  the  children 
to  see  the  interdependence  of  all  the  members  of  the  social 
group.  Finally,  the  children  compare  the  relative  importance 
and  necessity  of  the  different  occupations  and  consider  which 
could  be  most  easily  dispensed  with  by  a smaller  community  and 
a less  complex  industrial  life. 

The  following  list  is  suggestive  only.  In  all  cases  the 
work  should  be  planned  to  fit  conditions  as  they  exist.  Occupa- 
tions not  here  worked  out  in  detail  may  be  developed  as  those 
here  given  as  types  are  outlined. 

The  Home. 

I.  The  Family.  Emphasize  interdependence  in  family 

life. 

1.  Members:  Father;  Mother;  Children. 

2.  Occupations. 

A.  Work  of  mother:  Washing,  ironing,  mend- 
ing, canning  and  preserving  fruits,  baking,  prepar- 
ing meals,  etc.  Items  listed;  work  actually  experi- 
enced or  appreciated  through  play. 

B.  Work  of  children:  Carrying  in  fuel  and 
water;  running  errands;  helping  with  house  work; 
etc. 

C.  Work  of  father: 

a.  About  the  house,  as,  care  of  garden,  cow,  etc. 

b.  Vocation:  Lists  of  vocations  of  fathers  of  all  the 
children. 

II.  The  House.  The  place  of  abode  of  the  family. 

1.  Materials:  May  be  logs,  wood,  brick  or  stone. 

2.  Parts:  Hall,  parlor,  sitting  room,  dining  room, 
kitchen,  sleeping  rooms.  Uses  of  each  part. 

3.  Building  the  house.  Workers  needed  in  building 
the  house  is  a consideration  leading  out  into  a 
large  industrial  group.  The  doll  house  built  by 
the  children  emphasizes  the  above  points. 

The  Industrial  Group. 

The  mason,  carpenter,  plumber,  painter,  plasterer,  paper 


26 


FIRST  GRADE 

hanger,  furniture  dealer,  lumber  dealer,  dry  goods  store,  hard- 
ware store,  meat  shop,  bakery,  blacksmith  shop,  drug  store, 
hotel,  harness  shop,  livery  barn,  barber,  laundry,  gas  and  electric 
light  plants,  shoe  store,  railroad,  grocery  store,  book  store,  and 
others  as  the  environment  affords,  always  keeping  in  mind  rela- 
tive values  in  selecting  types.  As  a sample  treatment,  the  fol- 
lowing outline  for  the  grocery  store  is  offered: 

I.  The  Grocery  Store. 

1.  By  whom  owned. 

2.  Location  and  general  appearance. 

3.  Principal  staples  kept. 

4.  Tools  and  implements  needed — scales,  measures, 
etc. 

II.  Services  Performed  by  the  Grocer. 

1.  Care  of  store  and  stock. 

2.  Selling  of  goods:  How  sold;  how  measured. 

3.  Replenishing  stock:  Where  procured;  how  trans- 
ported. 

4.  Hiring  and  payment  of  employees. 

5.  Keeping  account  of  money  and  books. 

III.  Interdependence  of  Grocer  and  the  Community. 

1.  Value  of  the  grocer’s  services  to  the  people. 

2.  Dependence  of  grocer  upon  the  people. 

3.  Importance  of  transportation  to  grocer  and  com- 
munity. 

4.  Comparative  value  of  grocer,  farmer,  dry  goods 
merchant,  etc. 

5.  Possibility  of  dispensing  with  the  grocer. 

6.  Remuneration  of  the  grocer. 

IV.  Ethical  Ideas. 

1.  Importance  of  cleanliness,  order,  and  honesty  on 
the  part  of  the  grocer. 

2.  Importance  of  honesty  and  right  relations  on  the 
part  of  the  public  with  the  grocer. 

The  Professional  Group. 

The  doctor,  lawyer,  preacher,  editor,  teacher. 

The  Civic  Group . 

I.  The  Post  Office  and  the  mail  carrier. 

II.  The  city,  village  or  town  government. 


27 


FIRST  GRADE 

1.  What  the  city  does  for  us. 

It  provides  roads,  walks,  water  works,  schools 
fire  and  police  protection,  public  parks,  etc. 

2.  What  we  do  for  the  city. 

We  are  the  city.  We  pay  taxes  to  support  it; 
keep  our  lawns  mowed;  keep  the  streets  clean; 
help  the  city  to  be  sanitary  by  properly  caring 
for  animals  and  garbage;  obeying  its  laws. 

In  all  of  the  above  work,  excursions  form  an  important  part 
of  the  plan  of  study.  Very  little  attention  is  given  to  that  which 
can  not  be  studied  first  hand.  Play  and  construction  work  are 
an  integral  part  of  the  plan. 

GEOGRAPHY  AND  NATURE  STUDY 

The  aim  of  this  work  is  to  lead  to  a better  knowledge,  and 
consequently  to  a better  appreciation  and  love  of  nature.  Intel- 
ligent contact  with  nature  deepens  and  enriches  the  child’s  whole 
appreciative  life.  Study  through  excursions  is  emphasized  be- 
cause nature  is  then  seen  in  true  relationships.  No  line  of  de- 
marcation separates  work  into  geography  on  the  one  hand  and 
nature  study  on  the  other.  All  nature  material  has  a setting,  an 
environment,  and  the  life  responses  to  this  environment,  together 
with  the  conditions  of  the  environment  itself,  may  be  treated  in- 
differently as  nature  study  or  geography  in  the  lower  grades. 

In  the  fall  and  spring  the  bird  and  other  animal  life,  and  the 
flower  and  plant  life  of  the  campus  and  neighboring  woods  and 
fields  will  be  studied.  Ability  to  recognize  some  of  the  more  com- 
mon trees  will  be  developed  and  one  of  these  especially  noted  in 
its  changes  throughout  the  year. 

In  the  school  garden,  a plot  will  be  assigned  to  each  child  for 
growing  flowers  and  vegetables.  Such  vegetables  as  radishes, 
lettuce,  and  onions  will  make  up  the  first  crop,  while  later  other 
common  vegetables  and  flowers  will  be  planted,  furnishing  mat- 
erial for  study  in  the  following  fall. 

Some  of  the  useful  farm  animals  will  be  studied  in  connection 
with  the  study  of  farm  life.  Pets  will  be  brought  and  cared  for 
by  the  children  and  their  habits  studied  through  their  care. 

Window  gardens  are  planted  each  year  and  the  soils  needed 
for  their  best  growth  will  be  studied.  Transplanting  and  slip- 
ping will  receive  some  attention. 


28 


FIRST  GRADE 

Weather  records  will  be  kept,  and  physical  phenomena  relat- 
ed closely  to  other  interests  and  within  the  child’s  range  of  ap- 
preciation, will  be  studied  as  occasion  offers. 

Some  studies  in  cooking  will  be  made  in  connection  with  the 
study  of  some  food  products  as,  fruits  and  dairy  products. 

MATHEMATICS 

At  this  age  the  child’s  experience  with,  and  need  of,  quanti- 
tative knowledge  is  confined  to  a consideration  of  small  groups  of 
things  and  crude  relations  of  size.  Extended  measurments  are 
made  in  construction  work,  gardening  and  cooking;  score  keep- 
ing in  games  is  taught;  simple  relationships  between  units  of 
measure,  as,  pint  and  quart,  foot  and  yard,  peck  and  bushel, 
quart  and  gallon,  are  established;  the  meanings  of  one  half,  one 
third,  and  one  fourth  as  amounts  and  operators  within  the  limits 
of  the  child’s  capacity  are  taught  as  occasion  requires.  Drills 
are  given  on  these  simple  relationships  after  meanings  are  known 
as  occasion  shows  need  for.  Rich  experience  with  quantitative 
relationships  of  things.  No  special  periods  for  number  work  are 
assigned. 

MANUAL  ARTS 

In  this  field,  the  work  is  so  arranged  that  a definite  sequence 
is  provided  in  processes,  using  such  projects  as  are  needed  in 
other  subjects  and  interests,  for  the  development  of  these  pro- 
cesses. History,  nature  study,  geography,  festival  occasions, 
etc. , furnish  the  motives  for  the  work.  The  place  of  each  piece 
of  work  in  its  relation  to  the  larger  industry  of  which  it  is  typical 
is  emphasized. 

Weaving:  Mats,  markers,  rugs  for  furnishing  doll  house;  made 
from  raffia,  grasses,  straw,  paper  or  corn  husks. 

Braiding  and  Sewing:  Mat,  bag,  reins,  curtains  for  doll  house,  use- 
ing  same  materials  as  in  weaving  with  the  addition  of  cloth. 
Cutting  and  Wrapping:  Calendar,  picture  frame,  basket,  napkin 
ring,  top,  pen  wiper,  and  pin  cushion.  Use  cardboard,  raffia 
and  husks. 

Measuring,  Folding,  Cutting  and  Fastening:  Use  paper,  card- 
board and  wood. 

Serviceable  projects:  Seed  box,  book,  calendar,  marker,  bird 
house. 

Illustrative  projects:  Model  of  farm  house,  fence,  walks,  barn 


29 


FIRST  GRADE 

wind  mill,  farm  bridge,  sled,  cart,  cupboard,  table,  bed, 
clock,  doll  house  and  furnishings;  animal  forms. 

Drawing:  Motives  from  nature  study,  occupation  work,  games, 
plays,  stories,  poses,  etc.  Designs  for  projects  noted 
above.  Use  pencil,  water  color,  crayon,  ink,  colored  paper 
for  cutting. 

Modeling:  Use  sand  table  and  clay.  Make  dishes,  vegetables, 
domestic  animals  and  relief  work. 

Picture  Study  and  Study  of  masterpieces  of  other  hand  work. 
In  all  of  the  above  work,  masterpieces  in  each  process  will 
be  studied  as  a means  of  helping  to  develop  principles  and 
for  the  sake  of  arousing  interest  and  setting  good  copies,  and 
also  for  the  sake  of  cultivating  appreciation  of  the  good  and 
the  beautiful.  Historical  studies  of  masterpieces  and  their 
authors  will  be  made  as  occasion  suggests.  In  the  field  of 
picture  study,  about  one  picture  a month  in  this  grade  will 
be  given  special  attention.  Such  pictures  as  the  following 
are  suggested:  Animal  pictures  from  Bonheur  and  Landseer ; 
Feeding  Her  Birds,  Millet ; The  Escaped  Cow,  Duprey\  A 
Fascinating  Tale,  Bonner ; Can’t  You  Talk,  Holmes',  The 
Shepherdess,  Le  Bolle ; One  or  two  Madonnas  at  Christmas 
time;  etc. 

Cooking:  Preparation  of  simple  luncheons  for  occasions  and  a 
study  of  such  simple  processes  as  naturally  grow  out  of  con- 
ditions and  situations  from  day  to  day.  Popping  corn,  mak- 
ing pop-corn  balls,  simple  candy  making.  Setting  of  table, 
wiping  dishes.  Table  manners.  The  social  side  of  the 
work  is  here  much  emphasized  and  interest  is  developed 
in  learning  the  meaning  of  as  much  as  the  child  of  this  age 
can  reasonably  understand. 

MUSIC 

Care  will  be  taken  throughout  the  year  to  give  adequate  at- 
tention to  the  “hygienic  development”  of  the  children’s  voices 
and  ears  and  not  to  overemphasize  technique.  The  work  is  not 
to  be  made  drudgery  in  any  case  but  rather  a source  of  enjoy- 
ment. Individual  needs  will  be  carefully  attended. 

Rote  Songs.  Chosen  for  beauty  of  song  and  musical  expres- 
sion. The  rote  song  is  to  serve  a three  fold  purpose: 

1.  To  furnish  foundation  work  for  melody  study  and  rhythm. 


30 


FIRST  GRADE 


2.  To  awaken  an  appreciation  for  the  best  in  music. 

3.  To  be,  finally,  the  means  of  teaching  the  written 
symbols  of  music  notation. 

Syllable  Songs.  To  teach  syllables.  Syllables  of  any  simple 
rote  song  to  be  taught  as  a new  verse. 

Rhythm.  A feeling  for  rythm  is  development  through  the 
rote  songs  and  syllable  songs;  also  through  beating,  counting, 
clapping,  marching  or  any  other  rythmical  exercises. 

Tone  Testing.  For  ear  training.  To  be  taught  through  the 
recognition  of  phrases  and  intervals  of  the  rote  and  syllable 
songs. 

Original  Melody  Work  using  verses  and  sentences,  either  orig- 
inal or  selected.  Motives  from  seasons,  occasions  and  other  work. 


Scale  Drills. 

Program  Music.  Concerts  using  characteristic  selections  from 
all  composers  adapted  to  children  of  this  grade.  Concerts  using 
rote  song  material  taught  during  the  year. 

History  of  Music.  In  part  through  program  music.  One  or 
two  stories  of  composers  chosen  on  the  basis  of  the  child’s  ability 
to  appreciate.  Simple  stories  of  musical  instruments. 

Songs.  The  following  is  a list  of  typical  songs  suggested  for 
use  in  first  and  second  grades.  The  numbers  refer  to  the  books 
in  which  these  songs  are  found,  the  list  of  books  making  up  a 
part  of  the  appendix  at  the  close  of  this  catalog. 


When  Little  Children  Sleep  5 
Morning  Prayer  5 
Looby  Loo  8 
Snail  Game  8 

Mother’s  Knives  and  Forks  1,1 

Left,  Right  5 

Mulberry  Bush  8 

The  Frog  2 

The  Chicken  2 

The  Whale  2 

The  Apple  Tree  5 

Goody-By  to  Summer  6,  I 

Jack  Frost  6,  I 

Jacky  Frost  5 

That  First  Thanksgiving  Day 
1,  II 


Christmas  Day  6,  I 
The  Christmas  Tree  5 
Salute  to  the  Flag  1,  II 
Our  Country’s  Heroes  6,  I 
Asleep  and  Awake  5 
Spring  is  Coming  5 
Pussy  Willows  6,  I 
Valentine’s  Day  6,  I 
Cold  Winds  of  March  6,  I 
Little  Gypsy  Dandelion  5 
A Prayer  5 
Clapping  Song  1,  I 
The  Owl  1,  I 
Tender  Little  Violet  1,  I 
The  Moon  Phases  1,  II 


31 


FIRST  GRADE 


Milkweed  Seeds  1,  II 

Lady  Goldenrod  6,  I 

The  Shoemaker  1,  I 

The  Blacksmith  1,  I 

The  Electric  Light  1,  II 

The  Rag  Man  1,  II 

The  Farmer  10 

The  Telegraph  1,  III 

Under  Their  Blanket  of  Snow  6, 1 

Winter  Lullaby  6, 1 


The  Language  Lesson  1,11 

Pussy  and  Bow  Wow  2 

The  Tin  Soldier  2 

Daisies  1,  II 

The  Tulips  1,  I 

Gray  Rain  5 

Topsy  Turvy  5 

The  Ring  5 

Now  the  Day  Is  Over  5 

The  Stepping  Stones  1,  II 


PHYSICAL  TRAINING 

This  is  a period  of  great  physical  activity.  The  child  is  keen 
along  motor  lines.  Imagination  is  strong.  The  aims  are:  To 
stimulate  growth;  to  develop  alertness;  to  give  rest  and  joy 
through  physical  activity;  to  avoid  strain. 

Simple  Concentration  work:  Commands  with  quick  and  ac- 
curate responses,  as:  Hands  on  hips — Place. 

Rest  position — Stand,  etc. 

Rythm  Work:  Rocking  horse;  Jumping  Jack;  Soldiers;  Sail- 
ors, etc. 

Two  part  exercises  with  clapping  or  snapping  of  fingers  to 
emphasize  rhythm.  Running,  skipping  and  hopping. 
Games:  Playing  in  the  garden;  Rabbit  in  the  hollow;  A trip 
around  the  world;  Weasel  and  chickens;  Center  ball,  etc. 
Simplest  Folk  Dances,  as:  Stand  in  circle  facing  partners. 
Courtesy  to  partners,  1-2-3-4. 

Clap  hands  at  sides.  1. 

Clap  hands  together,  2. 

Clap  partner’s  hands,  1-2-3. 

Join  left  hands  and  run  around  partners. 

Repeat,  2. 

Join  both  hands  and  run  around  partners. 

Point  fore  finger  of  left  hand,  resting  elbow  in  right  hand 
in  time  of  clapping,  1-2,  1-2-3;  change  right  fore  fiinger. 
Join  left  hands,  ladies  kneel,  gentlemen  run  around  ladies. 
Repeat,  8. 

Reverse,  9,  gentlemen  kneel. 

Repeat,  8. 

Join  both  hands  and  run  around  partner. 


32 


SECOND  GRADE 

Courtesy. 

Hygiene:  Talks  on  cleanliness,  neatness,  care  of  person, 
correct  habits  in  standing,  walking  and  sitting. 

GRADE  II. 

ENGLISH 

The  following  list  of  selections  for  use  in  this  grade  is  to  be 
regarded  as  suggestive.  Not  necessarily  all  of  these,  but  selec- 
tions from  these  and  from  others  of  these  types,  is  the  plan.  We 
believe  that  much  easy  material  giving  the  child  a wealth  of  ex- 
perience and  developing  in  a habit  of  free  and  spontaneous  ex- 
pression is  far  superior  to  the  labored  study  of  detail  in  reading 
so  common  in  schools.  Too  many  schools  are  starving  the  chil- 
ren’s  minds  in  literature. 

Literature.  To  be  told  or  read  by  teacher  and  reproduced  by 
children. 

Stories. 

Myths — Greek,  Norse,  and  Roman. 

The  Golden  Touch  2-1,  15 

Clytie  1,  2-1,  5 
Arachne  2-1,  5,  6,  12 

Pandora  2-1,  47 
Prometheus  2-1,  5,  6 
Persephone  1,  2-1,  5 
Baucis  and  Philemon  2-1,  5 
Thor  and  His  Hammer  7,  10,  11,  15,  18,  20 
Thor’s  Journey  to  Jotenheim  7,  10,  11,  18,  20 
Fairy  Tale,  Folklore  and  Fable. 

Cinderella  24,  26,  27,  30,  31,  32,  33,  45 
Jack  the  Giant  Killer  26,  34 
Queen  Bee  35 

Aladdin’s  Lamp  26,  32,  44,  47 

The  Four  Winds — Any  edition  of  Longfellow 

The  Brave  Tin  Soldier  28 

Beauty  and  the  Beast  24,  26,  31 

The  King  of  the  Golden  River,  adapted  25 

The  Pied  Piper  of  Hamelin  35 

Adventures  of  a Brownie  43 

Ali  Babi  26,  32,  44 

iNumbers  refer  to  sources,  a list  of  which  is  found  in  the  appendix. 


THE  GEOGRAPHICAL  LABORATORY 


33 


SECOND  GRADE 

Goldenrod  and  Aster  5 
The  Anxious  Leaf  12-11,  30 
The  Nose  32 

The  Lion  and  the  Mouse  24,  27,  30 
Hero  Stories. 

Grace  Darling:  54 
William  Tell  40,  54 
Horatius  at  the  Bridge” 54 
Story  of  Columbus  13-11,  39,  48 
Other  Stories. 

The  Bell  of  Atri  54 
The  Little  Match  Girl  14,  30,  35 
Old  Pipes  and  the  Dryad  52 
Robinson  Crusoe  46 
Raggylug  50,  51 
Beautiful  Joe  53 
Picciola  45,  54 
Mufflou  49 
Pippa’s  Song  23 
Poems. 

September — H.  H.  Jackson  1,  5 

Tell  Me  Sunny  Goldenrod  5 

October — H.  H.  Jackson  1,  5 

Sweet  and  Low — Tennyson  2,  3,  5 

The  Tree — Bjornson  1,  3,  5 

Hiawatha’s  Childhood — Longfellow  1,  2 

Bed  in  Summer — Stevenson  7,  10 

Jack  Frost,  Thaxter  3 

Clouds — Sherman  4 

Thanksgiving  Day — Childs  4,  5 

The  First  Christmas — Poulsson  3 

Verses  from  St.  Luke,  II,  8-14  Bible 

Snowflakes — Mary  Mapes  Dodge  1,  4 

I Love  You,  Mother  1 

Lady  Moon — Lord  Houghton  3 

The  Little  Elf — J.  K.  Bangs.  Private  Collection 

Talking  in  Their  Sleep — E.  M.  Thomas  1 

The  Flag  Goes  By  1,  2 

The  Children’s  Hour — Longfellow  1,  12 

Wynken,  Blynken  and  Nod — Field  1,  2,  5,  6 


84 


SECOND  GRADE 

Little  Things  3 
March  4 

Nearly  Ready — M.  M.  Dodge  4 
March — Lucy  Larcom  3 
The  Laughing  Chorus,  One  Stanza  5 
The  Wind — Stevenson  1 
The  Child’s  World — Browne  1 
What  Robin  Told — Cooper  1 
The  Secret  1 
April  3 

The  Daisies — F.  D.  Sherman  3 

How  the  Winds  Blow,  Spring  5 

The  Dandelion  3 

Spring — Thaxter  4 

Seven  Times  One— Ingelow  3,  5 

Song  of  the  Bee  5 

A Bird’s  Nest  5 

Ariel’s  Song  3 

The  Swing— Stevenson  1 

A Day — Emily  Dickinson  4 

Song — Thaxter  13 

Songs.  See  Music. 

Reading.  The  work  in  reading,  as  such,  will  be  drawn  large- 
ly from  the  list  of  books  following.  Not  all  of  any  one  text  will 
necessarily  be  used.  Selection  among  texts  has  been  made 
largely  on  the  basis  of  the  content  values.  Invented  material 
will  be  avoided  in  a large  measure.  Books  listed  for  the  first 
grade  will  be  used  in  part,  especially  for  drill  in  developing 
freedom  and  rapid  reading  perception. 

Second  Year  Language  Reader — Baker-Carpenter — Mac- 
millan Co. 

The  Jones  Second  Reader — Ginn  & Co. 

Child  Life  Second  Reader — Blaisdell — Macmillan  Co. 
Second  Reader  by  Taylor — American  Book  Co. 

The  Silver  Second  Reader — Powers  and  Balliet — Silver, 
Burdett  & Co. 

Hiawatha  Primer — Holbrook — Houghton,  Mifflin  & Co. 

The  Art  Reader,  Book  II — F.  E.  Chutter — Atkinson,  Ment- 
zer  & Co. 


35 


SECOND  GRADE 

The  Tree  Dwellers,  Early  Cave  Men,  and  Later  Cave  Men — 
Katherine  E.  Dopp — Rand,  McNally  & Co. 

Reynard  the  Fox — E.  Louise  Smith — American  Book  Co. 

Spelling  and  Phonetics.  Oral  and  written  work  in  spelling  as 
well  as  phonetics  are  made  incidental  to  the  reading  and  other 
work.  Ample  attention,  however,  is  given  to  drill  work  in  this 
field  as  occasion  shows  need  for  it.  Spelling  includes  study  of 
synonyms  and  homonyms,  and  in  phonetics,  all  vowel  sounds  ex- 
cept those  considered  obscure,  and  such  consonant  sounds  and 
blends  as  the  child  meets  with  difficulty.  Some  practice  in  syl- 
labication is  provided. 

Language.  In  addition  to  attention  to  work  begun  in  the  first 
grade,  this  year’s  work  should  include  the  writing  of  quotations; 
the  use  of  capitals  in  the  names  of  days  and  months  and  in  verse; 
the  simpler  abbreviations;  and  the  comma  with  words  of  address. 
Children  must  be  guided  and  helped  in  the  correct  use  of  idioms 
and  oral  composition.  Dramatization  in  connection  with  work  in 
history,  reading  and  story  telling  will  aid  in  developing  freedom 
and  power  in  expression.  Composition  work  is  largely  oral  in 
this  grade.  Encourage  the  child  to  feel  that  whatever  he  says 
should  be  said  well. 

HISTORY 

In  this  grade  the  child  should  become  familial'  with  some  of 
the  conditions  of  primitive  life  and  thus  realize  what  it  meant  to 
live  without  many  of  the  ordinary  necessities  of  everyday  life  as 
we  now  know  it.  The  stages  of  human  development  followed  the 
line  of  progress  in  the  industrial  arts,  hence  that  is  the  natural 
line  of  development  for  the  teacher  to  follow.  As  the  pupil  fol- 
lows the  progress  of  the  race  in  its  first  steps  in  the  arts,  he  will 
see  growth  and  development,  and  it  is  believed  that  he  will  ap- 
preciate all  the  more  what  modern  social  conditions  mean  to  him. 
Comparisons  are  constant,  the  work  of  the  first  year  having  fur- 
nished an  especially  helpful  basis  for  this  work. 

The  best  basis  for  the  work  of  this  grade  at  the  present  time 
is  the  series  of  books  written  by  Miss  Katherine  Elizabeth  Dopp, 
published  by  Rand,  McNally  & Company,  Chicago.  So  far  three 
numbers  of  this  series,  The  Tree  Dwellers,  Early  Cave  Men,  and 
Later  Cave  Men,  are  available.  Like  all  books,  they  should  be 
adapted  to  the  class  and  to  the  conditions  of  environment-  Em- 
phasize only  those  elements  which  make  for  progress,  which  are 


36 


SECOND  GRADE 

steps  forward  in  human  development.  By  the  method  employed, 
children  are  led  to  experience  the  conditions  portrayed,  in  so  far 
as  possible,  thus  making  them  vital  and  usable.  The  work  of  this 
grade  brings  the  study  down  to  the  beginnings  of  the  pastoral 
stage  of  human  industrial  development.  The  work  involves  much 
study  of  local  geography. 

The  teacher  will  find  the  following  books  very  helpful  in  de- 
veloping this  work.  The  first  work  mentioned  is  especially  val- 
uable. 

The  Place  of  the  Industries  in  Elementary  Education,  by 
Katherine  E.  Dopp — University  of  Chicago  Press,  Chicago. 

First  Steps  in  Human  Progress,  Frederick  Starr — Jennings 
& Pye,  Cincinnati. 

The  Early  History  of  Mankind,  E.  B.  Taylor — Henry  Holt  & 
Co.  Chicago. 

Woman’s  Share  in  Primitive  Culture,  O.  T.  Mason — Apple- 
tons,  New  York. 

The  Story  of  Ab,  Stanley  Waterloo — Doubleday,  Page  &Co., 
New  York. 

History  for  Graded  and  District  Schools,  E.  W.  Kemp — Ginn 
& Co. 

Primitive  Man,  Morris  Hoerness — Macmillans,  Chicago. 

GEOGRAPHY  AND  NATURE  STUDY 

Field  trips  as  in  the  first  grade  will  be  continued,  each  trip 
to  be  planned  with  some  definite  purpose  in  view.  Points  to  be 
especially  noted  will  include:  the  nesting  and  feeding  habits  of 
birds;  food  of  winter  birds  in  cold  weather;  life  histories  and 
names  of  a number  of  the  more  attractive  wild  flowers,  ferns  and 
mosses;  recognition  of  the  more  common  wild  flowers  and  trees; 
studies  of  the  wild  berries,  fruits,  stems,  bark  and  roots  which 
might  be  used  as  food,  in  connection  with  the  primitive  life  or 
history  work. 

In  gardening,  study  of  soils  will  be  continued;  more  attention 
will  be  given  to  conditions  of  growth  in  plants;  studies  of  plant 
histories,  noting  the  formation  and  development  of  fruit  will  be 
made;  garden  pests-weeds,  worms,  insects,  etc.,  will  be  noted  and 
means  for  eliminating  these  considered;  in  harvesting  crops, 
note  will  be  made  of  the  parts  of  plants  used  for  food- root,  stem, 
leaves  or  fruit. 


37 


SECOND  GRADE 

Studies  of  animal  life  will  be  extended,  using  the  common 
forms  of  the  vicinity,  rabbit,  squirrel,  chipmonk,  etc. , trying  to 
tame  some  by  providing  food  for  them  during  the  winter  and  by 
caging  some  caught  in  traps  for  this  purpose.  Care  will  be  taken 
of  any  deserted  young  that  may  be  found.  The  toad  will  be  stud- 
ied in  its  relation  to  our  gardens.  In  the  spring,  the  changes 
from  tadpoles  into  toads  and  frogs  will  be  studied.  Honey  bees 
and  humble  bees  will  be  noted  as  they  gather  honey  from  the 
flowers  and  some  work  will  be  done  in  relation  to  our  observation 
hive  of  bees.  Life  stories  of  some  of  the  butterflies  and  moths 
whose  cocoons  or  chrysalides  are  so  often  brought  in  by  the  chil- 
dren will  be  watched  in  their  metamorphoses. 

Weather  studies  will  continue,  including  directions  of  winds, 
state  of  sky,  conditions  concurrent  with  storms,  temperature,  etc. 
Learning  to  read  thermometer.  Evaporation  and  condensation 
will  be  noted,  especially  in  relation  to  cooking — boiling  of 
water,  etc.  [n  the  same  relationship  solvency,  using  salt,  sugar, 
etc.,  will  be  taught. 

In  the  above  studies  and  in  connection  with  history  work, 
much  attention  will  be  given  to  physiographic  conditions,  hills, 
valleys,  creeks,  grassy  plains,  forests,  etc. 

Correlating  with  this  work,  will  be  found  a number  of  stories 
and  poems  in  the  outline  for  literature  which  will  help  to  stimu- 
late interest  in  and  sympathy  with  plant  and  animal  life. 

MATHEMATICS 

Very  little  formal  work  in  number  is  needed  or  appreciated 
by  children  in  this  grade.  As  in  the  first  grade,  all  quantitative 
relations  are  regarded  as  the  legitimate  motives  for  number  work 
and  nothing  beyond  the  needs  thus  arising  is  attempted.  Hand 
work  involves  much  measurment  but  all  with  small  numbers;  gar- 
dening, history  work,  cooking,  all  studies  in  buying  and  selling, 
involve  number  work  but  it  is  all  with  small  numbers  and  the 
simplest  processes.  Simple  fractions  occur  in  cutting  and  fold- 
ing and  in  division  of  materials,  hence  the  simpler  fractions,  both 
as  amounts  and  operators,  are  taught  as  occasion  calls  for  them. 
Two-thirds,  three- fourths,  one-fifth  and  one-sixth  are  probably 
all  the  new  fractions  which  will  be  needed  and  perhaps  some  of 
these  will  not  appear.  Relations  between  the  inch  and  foot,  two 
inches  and  the  foot  and  between  the  pint  and  gallon  will  be  de- 


38 


SECOND  GRADE 

veloped.  Games  will  be  encouraged  which  will  involve  number 
work  in  score  keeping.  To  make  permanent  those  number  facts 
which  are  used  and  understood,  adequate  drill  will  be  provided. 

MANUAL  ARTS 

In  the  work  of  this  year,  history  furnishes  many  of  the 
motives  for  hand  work.  Other  subjects  and  the  seasonal  and  fes- 
tival occasions  contribute  their  part.  The  sequence  in  the  sev- 
eral processes  is  provided  by  care  in  selecting  problems  involving 
activities  of  increasing  complexity.  Motive  in  a need  for  expres- 
sion is  an  element  never  to  be  neglected. 

Weaving.  Braiding  and  Sewing:  Hammocks,  hand  bag,  pen- 
wiper, ironholder,  school  bag,  needle-book,  and  various 
illustrative  projects  for  history  work,  as,  cradle,  door  of 
woven  sticks,  pattern  weaving  in  baskets,  etc.  Materials  used 
are:  Raffia,  grass,  straw,  husks,  burlap,  canvas,  and  for 
illustrative  purposes,  twigs,  willow  splints  and  bark. 
Measuring,  Folding,  Cutting,  Fastening,  and  Winding: 

Serviceable  projects:  Portfolio,  envelope,  tray,  seed  boxes 
and  bags,  book,  calendar  back,  loom,  wall  pocket,  bracket, 
wall  case,  easel,  bird  house,  marker,  pencil  sharpener,  pen- 
wiper, pin  cushion,  twine  box,  match  striker,  rake  for  garden, 
ring  toss,  etc.  Use  raffia,  paper,  cardboard  and  wood. 

Illustrative  projects:  Model  of  village,  house,  Indian 
village,  wigwams,  primitive  weapons,  implements,  skin  buck- 
les, sandals,  water  bag  of  a gourd,  pads  for  protecting  heads, 
primitive  snow  shoes,  traps,  and  trophies  of  various  kinds, 
canoe,  tent,  bridge,  frame  for  weaving,  etc.  The  materials 
used  are  cardboard,  paper,  wood,  leather,  leaves,  bones, 
stones,  shells,  seeds  for  necklaces,  etc. 

Drawing:  Motives  from  stories,  history,  nature,  garden  work, 
etc.  Drawing  showing  life  and  action;  animal  forms,"  land- 
scapes; poses.  Designs  for  other  hand  work.  Drawing  used 
as  a means  of  expression,  a way  of  telling  something.  The 
media  used  are  pencil,  crayon,  ink,  water  color,  and  paper 
for  composition  cutting. 

Modeling:  Sand  table  and  clay  work.  Plant  and  animal  forms 
as  suggested  by  seasons  and  history  work;  relief  work,  both 
horizontal  and  vertical,  illustrating  topics  in  nature,  geog- 
raphy and  history. 


39 


SECOND  GRADE 

Picture  Study  and  Study  of  other  Masterpieces  of  Hand  Work: 
Many  pieces  of  work  in  all  phases  of  manual  arts  produced 
by  the  children  will  be  compared  with  pieces  representative 
of  the  best  work  we  can  see,  either  among  our  own  school 
possessions  or.  by  visits  to  homes  and  shops  in  the  town. 
These  comparisons  will  both  help  the  child  in  his  own  work 
and  cultivate  in  him  an  appreciation  of  good  work  and 
artistic  effect.  During  the  year,  special  attention  will  be 
given  to  a number  of  pictures  and  occasionally  to  their  au- 
thors as  these  afford  material  of  interest  for  children.  Among 
others,  the  following  are  suggested:  First  Steps,  Millet; 
Cat  and  Kittens  at  Play,  Adam;  By  the  Riverside,  Le  Rolle; 
Little  Rose,  Whistler;  The  Good  Shepherd,  Plockhorst;  Animal 
pictures  by  Bonlieur , Landseer,  and  others  and  some  nature 
and  Indian  pictures  of  the  best  types. 

Cooking:  Much  work  in  this  subject  grows  out  of  the  history 
work.  Baking  or  roasting  of  apples,  potatoes,  and  corn  in 
open  fire  out  of  doors  compared  with  methods  by  use  of  the 
stove;  primitive  methods  of  boiling  water  and  cooking  food  by 
putting  hot  stones  in  the  water;  broiling  and  roasting  meats 
over  an  open  fire.  Making  candy  and  preparing  other  kinds 
of  sweet  meats.  Setting  table.  Preparing  vegetables  to  be 
eaten  raw  for  the  table,  as, radishes,  lettuce,  etc.  Use  of  raw 
fruits  as  desserts,  use  of  sugar,  salt,  etc.,  to  make  raw  fruits 
and  vegetables  more  palatable  and  wholesome. 

MUSIC 

The  work  in  music  is  a continuation  of  the  previous  years 
and  does  not  differ  materially  from  it  save  that  due  regard  is 
made  of  development  and  the  work  intensified  as  progression  de- 
mands. 

Rote  Songs.  For  foundation  work  as  in  the  first  grade,  but 
more  complicated  in  both  rhythm  and  melody  as  ability  develops. 

Syllable  Songs.  Used  to  teach  new  tone  combinations  and 
rhythms. 

Rhythm.  To  be  developed  by  drills  in  marking  time,  beating 
time,  and  by  testing  for  feelings  of  rhythm. 

Tone  Testing.  Recognizing  by  syllable,  on  scale  ladder  or 
staff  intervals,  phrases  and  melodies. 

Original  Melody  work  as  in  the  first  grade. 

Scale  Drills. 


40 


THIRD  GRADE 

Notation.  To  be  introduced  through  the  written  representa- 
tion of  the  syllable  song.  Copying  and  writing  phrases  from 
memory  as  exercises  in  teaching  notation. 

Sight  Reading.  Simple  melodies  using  the  notation  already 
represented  through  the  writing  of  the  syllable  song. 

Program  Music.  Concerts  to  be  given  using  songs  taught 
throughout  the  year,  and  illustrative  programs  using  voice  and 
piano  or  other  instruments  to  show  characteristic  music  of  all 
composers. 

History  of  Music.  In  part  through  program  music.  Stories  of 
some  of  the  primitive  musical  instruments,  showing  their  con- 
struction and  development.  Some  correlations  with  the  history 
of  primitive  man.  Stories  of  the  growth  of  notation  and  to  illu- 
strate the  terms,  andante,  allegro,  presto,  forte  and  fortisimo. 

Songs.  See  list  under  first  grade,  and  sources  for  other  se- 
lections in  the  Appendix. 

PHYSICAL  TRAINING 

Work  outlined  for  the  first  grade  is  designed  to  apply  to 
this  grade  also.  The  work  may  be  increased  in  complexity  at 
will  to  meet  the  needs  of  growing  and  developing  children. 

Hygiene:  Review  as  needed  the  points  indicated  under  the 
first  grade  work.  Talks  and  demonstrations  on  the  care  of  the 
teeth,  nails,  hair  and  skin.  Bathing-forms,  needs,  and  benefits. 

GRADE  III. 

ENGLISH 

The  same  general  statements  found  under  the  work  outlined 
for  grade  II  apply  to  the  work  of  this  grade. 

Literature.  To  be  told  or  read  by  the  teacher  and  reproduced 
by  the  children. 

Stories. 

Fairy  Tales. 

A Rose  Leaf,  Bay  56 

The  Boy  Who  Went  to  the  North  Wind,  Bay  56 

The  Emperor’s  New  Clothes,  Anderson  28 

Myths  and  Legends. 

Norse  Myths. 

The  Story  of  the  Beginning  7,  10 

Odin’s  Reward  7, 10 


41 


THIRD  GRADE 

Tyr  and  Wolf  7,  10 
Freyja’s  Necklace  7 
The  Hammer  of  Thor  7,  10 
Thor’s  Wonderful  Journey  7,  10 
How  Thor  Lost  His  Hammer  7 
A Gift  from  Frigga  7 
The  Stealing  of  Iduna  7,  10 
Skadi  7 

The  Death  of  Baldur  7,  10 
Aegir’s  Feast  7 
The  Punishment  of  Loki  7,  10 
The  Twilight  of  the  Gods  7,  10 
German  Legends — The  Nibelungen. 

The  Rhine-Gold  16,  19 
The  Story  of  Brunhilde  16,  19 
Siegfried  16,  19 

English  Legends — King  Arthur,  Robin  Hood. 
The  Winning  of  Knighthood  63 
The  Winning  of  a Sword  63 
The  Winning  of  a Queen  63 
The  Story  of  Merlin  63 
Some  Merry  Adventures  of  Robin  Hood  61 
Stories  Correlated  with  History. 

The  Great  Law  Giver,  Baldwin  57 
The  Shepherd  Boy  Who  Became  King  57 
The  White-Headed  Zal  of  Persia  58 
Humorous  Stories. 

Johnny  Bear,  Seton  59 
Three  Men  of  Gotham,  Baldwin  54 
Other  Wise  Men  of  Gotham,  Baldwin  54 
The  Endless  Tale,  Baldwin  54 
The  Blind  Man  and  the  Elephant,  Baldwin  54 
Tweedle  Dum  and  Tweedle  Dee,  Carrol  62,  65 
Alice  and  the  Turtle,  Carroll  62 
Alice  and  the  Lizard  62 
Miscellaneous  Stories. 

Black  Beauty,  Selections,  Sewell  60 
Little  Lame  Prince,  Craik  64 
Krag,  Seton  56 
The  Bell  of  Atri,  Baldwin  54 


42 


THIRD  GRADE 

The  Pine  Tree  Shilling  24 
Ali  Babi  26,  32 

The  King  of  the  Golden  River,  Ruskin  66 
Old  Pipes  and  the  Dryad,  Stockton  52 
Poems. 

Of  Nature. 

The  Four  Winds,  Longfellow  3 
The  First  Snowfall,  Lowell  13,  55,  Prose 
The  Fountain,  Lowell  3,  13 
Buttercups  and  Daisies,  Howitt  2,  26 
Autumn  Leaves,  Cooper  5 
The  Daisy,  Montgomery  5 
How  the  Leaves  Come  Down,  Coolidge  1 
The  Frost,  Gould  1 
Calling  the  Violets,  Larcom  1 
Written  in  March,  Wordsworth  32,  Prose 
A Boy’s  Song,  Hogg  3 
To  Violets,  Herrick  3 
October’s  Bright  Blue  Weather  3,  5 
Winter  Rain,  Rosetti  3 
March,  Bryant  3 
Wild  Geese,  Thaxter  3 
The  Cloud,  Shelly  3 
No — November,  Hood  3 
Pebbles,  Sherman  3 
The  Rainbow,  A Riddle,  Schiller  3 
A Sea  Song,  Cunningham  3 
Ballad  of  the  Tempest,  Jas.  Field  3 
Miscellaneous. 

The  Village  Blacksmith,  Longfellow  2 

Hiawatha’s  Sailing,  Longfellow  3 

The  Arrow  and  the  Song,  Longfellow  2,  3 

A Norse  Lullaby,  Field  3,  5 

Hilda’s  Christmas,  Lane  3 

Today,  Carlyle  3,  12 

The  Three  Bells  of  Glascow,  Whittier  2 

The  Little  Land,  Stevenson  10 

The  Challenge  of  Thor,  Longfellow  3 

While  Shepherds  Watch  Their  Flocks  by  Night,  Tate  3 

The  Twenty -third  Psalm  3,  5,  37 


43 


THIRD  GRADE 

The  Spider  and  the  Fly,  Howitt  12 
Thanksgiving  Day,  Child  5 

Songs.  Songs  studied  as  literature.  Phrases  set  to  music. 

Reading.  Much  reading  is  believed  to  be  a wise  means  of  de- 
veloping capacity  and  to  create  a love  and  taste  for  good  litera- 
ture. Careful  selection  has  been  observed  in  securing  material 
not  too  difficult  and  at  the  same  time  interesting  and  of  standard 
excellence.  In  this  year,  children  will  be  encouraged  to  read 
stories  supplementing  other  work  and  to  develop  the  library 
habit.  The  emphasis  will  be  upon  getting  them  to  see  that  read- 
ing is  getting  thought  from  a book,  and  that  if  it  is  oral  reading  it 
is  also  telling  another  what  the  thought  is.  Expression  is  to  be 
made  prominent  throughout.  The  books  from  which  readings 
for  class  work  will  be  largely  drawn,  are  as  follows: 

Third  Year  Language  Reader,  Baker-Carpenter — Mac- 
millan, Chicago. 

Jones  Third  Reader-Ginn  & Co.,  Chicago. 

Child  Life  Third  Reader,  Blaisdell-MacMillan,  Chicago. 

Stepping  Stones  to  Literature,  III. -Silver,  Burdett  & Co., 
Chicago. 

The  Story  of  a Donkey,  Segur — D.  C.  Heath  & Co., 
Chicago. 

For  Sight  reading,  some  of  the  texts  and  stories  listed  for  the 
second  grade  will  be  used.  Sight  reading  will  also  be  provided 
by  occasional  supplementary  work  in  other  subjects. 

Phonetics  and  Word  Study.  Continue  drills  on  phonograms 
and  blends  as  shown  by  needs  in  reading  and  spelling.  Word 
studies,  both  oral  and  written,  the  words  to  be  selected  from 
other  lessons  and  common  needs.  Drill  upon  such  words  as  re- 
quire. Much  attention  to  spelling  in  all  work. 

Writing.  Endeavor  will  be  made  to  develop  in  each  child 
ability  to  write  legibly  and  with  a fair  degree  of  rapidity.  Neat- 
ness will  be  emphasized,  A natural  slant,  about  fifteen  degrees, 
will  be  encouraged. 

Language.  Reproduction  stories.  Poems  and  songs  memoriz- 
ed. Dramatization  in  stories,  history  and  reading  as  occasion  re- 
quires. Selections  from  Asgard  Stories,  Wagner  Opera  Stories, 
Old  Pipes  and  the  Dryad,  and  from  history  stories,  offer  desir- 
able material  for  dramatization.  Letter  writing  and  occasional 
written  composition  work  in  other  subjects.  Work  on  arbitrary 


44 


THIRD  GRADE 

forms  continued  as  in  second  grade.  Use  of  apostrophe  in  con- 
tractions and  in  possessives.  Comma  after  yes  and  no,  and  after 
names  of  persons  addressed.  Quotations  with  quotation  marks. 

HISTORY 

The  work  begun  in  the  second  grade  continues  through  the 
greater  portion  of  the  third  year;  but  the  work  now  centers  about 
different  types.  The  industrial  stages  to  be  studied  are  the  later 
hunting  and  fishing  stages,  the  pastoral  and  the  earlier  agricul- 
tural and  commercial  periods.  In  following  out  the  study  of  the 
types  selected  for  this  grade,  the  work  gradually  merges  into  the 
study  of  “authentic”  history  before  the  close  of  the  year.  As  in 
the  preceding  grade,  however,  the  organizing  principle  of  the 
work  is  industrial  progress. 

The  Later  Hunting  and  Fishing  Stages. 

Types.  For  the  American  child  the  best  examples  of  these 
stages  of  life  are  to  be  found  on  our  own  continent.  Per- 
haps no  better  types  could  be  found  anywhere.  We  have 
the  Indian  of  the  plains,  the  Cliff  Dwellers  of  the  South- 
western part  of  United  States  and  the  Eskimos  of  Alaska. 
These  three  types  are  excellent  illustrations  of  man’s 
adaptation  of  home  and  habits  in  response  to  environ- 
ment. 

Points  especially  to  be  noted. 

Kinds  of  game  sought  by  each  type. 

Hunting  weapons  and  means  of  catching  game,  as:  the 
fully  developed  bow  and  arrow,  the  spear,  traps, 
hooks,  nets,  use  of  stratagems,  etc. 

Means  of  pursuing  game  in  or  upon  water — the  canoe, 
the  boat;  the  kinds  of  material  used  for  construction  of 
water  crafts. 

Means  of  preserving  game  and  fish — salting,  smoking, 
sun- drying,  freezing,  etc. 

Extensive  use  of  skins  and  the  methods  of  dressing  them. 
Improved  cooking  utensils,  pottery,  etc. 

Development  of  primitive  agriculture — corn,  pumpkins, 
tobacco,  the  potato,  etc. 

The  dog  as  the  type  of  early  domestic  animals;  appear- 
ance of  the  horse  and  the  use  made  of  him  by  the  In- 
dian; peculiar  importance  of  the  buffalo  herds  of  the 
plains. 


45 


THIRD  GRADE 

Ornaments,  trophies,  and  rude  money — use  of  shells, 
wampum,  gold  and  silver  ornaments,  copper,  etc. 
Development  of  trade  between  different  tribes  and  divi- 
sions of  the  same  tribe. 

Appearance  of  regular  paths  across  the  country,  the  first 
form  of  roads. 

Spinning  and  weaving  in  their  early  forms. 

The  Pastoral,  Early  Agricultural,  and  Commercial  Stages. 

The  transition  from  a hunting  life  to  a pastoral  one  is  work- 
ed out  inductively,  the  class  considering  what  industrial 
changes  would  follow  if  cattle  or  buffaloes  were  tamed 
and  made  the  basis  of  food  supply  and  clothing,  wholly  or 
in  part.  The  type  is  to  be  found  now  in  Asia,  represent- 
ed well  by  the  clan  of  which  Abraham  is  the  chief  or  pa- 
triarch. The  thread  of  Hebrew  history  is  taken  up  and 
followed  as  indicated  below: 

Points  especially  to  be  noted  in  the  Pastoral  stage  in  Abra- 
ham’s time  are: 

The  domestication  of  cattle,  sheep,  goats,  asses,  camels 
and  fowls. 

Products  secured  from  herds,  as,  wool,  hides,  flesh,  milk 
and  cheese. 

Need  of  pasture  and  consequent  wanderings  of  Abraham. 
Kind  of  life  led  by  Abraham  while  hunting  pasture  for 
his  herds;  temporary  home  recurred  to  at  different  sea- 
sons of  the  year. 

Necessity  of  protection  from  thieves;  use  of  captives  as 
herdsmen;  use  of  armor;  use  of  the  sword  and  other 
bronze  weapons. 

Improvements  in  agriculture — use  of  wheat,  barley,  wine, 
olives;  means  of  harvesting,  threshing,  cleaning  and 
grinding  wheat  and  barley. 

Changes  in  clothing  and  in  cooking  utensils;  better  pot- 
tery, skins  as  vessels  for  carrying  liquids;  greater  use  of 
woven  goods. 

Development  of  trade  which  comes  as  a natural  result 
of  property  in  the  form  of  herds  and  in  the  growing 
division  of  labor. 

Abraham’s  religion;  his  belief  in  one  God;  the  sacrifice 
in  early  religious  worship;  marriage  customs  of  the 


46 


THIRD  GRADE 

Hebrews  as  seen  in  Isaac’s  marriage.  Emphasize 
social  conditions  of  the  time. 

Early  Hebrew  History  Subsequent  to  Abraham. 

Stories  of  Isaac  and  Jacob,  their  lives  and  religion,  their 
care  in  preserving  their  racial  purity;  the  patriarchal 
family. 

Joseph. 

How  he  came  to  Egypt. 

The  Famine  and  the  entrance  of  the  Hebrews  into  Egypt. 
Main  points  of  Egyptian  industrial  life  as  things  which 
the  Hebrews  learned. 

Conditions  of  life  for  the  Hebrews  while  in  Egypt. 

Moses. 

The  hard  life  of  the  Hebrews. 

Birth  and  early  life  of  Moses. 

Story  of  the  burning  bush;  Moses’  belief  that  he  had  been 
talking  with  God. 

Aaron. 

The  Egyptian  plagues  and  the  belief  of  the  Hebrews  that 
their  God  had  sent  them  as  a punishment. 

The  escape  from  Egypt. 

Wanderings  in  the  wilderness  and  death  of  Moses. 
Social  conditions. 

Joshua  as  the  war  leader. 

Gideon,  Samson,  and  other  hero  stories  typical  of  condi- 
tions in  the  period  of  the  Judges. 

Saul  and  the  change  from  mere  tribal  government  to  a form 
of  national  government.  Theocratic  character  of  the 
government. 

The  Story  of  David.  David  and  Saul;  David  and  Jonathan. 
Solomon  and  the  building  of  the  Temple.  In  this  connec- 
tion, draw  in  Phoenicia  with  its  arts  and  commerce. 
Materials  and  workmen  used  in  building  the  Temple. 
Rehoboam  and  how  he  caused  a division  of  the  Kingdom. 

S argon  and  the  carrying  away  of  the  Ten  Tribes.  Touch 
briefly  on  the  growth  of  Babylonian. 

Nebuchadnezzar  and  the  Babylonian  captivity.  Jeremiah. 
Daniel  and  Cyrus  and  the  return  of  the  Hebrews  to  Jeru- 
salem. 

Darius  and  the  expansion  of  Persia  till  it  came  in  contact 


47 


THIRD  GRADE 

with  Greece. 

Throughout  this  year’s  work,  emphasis  will  be  placed  upon 
the  changing  industrial  conditions  and  the  changed  social  relation- 
ships consequent  to  these.  Interrelationships  and  interdepend- 
ence are  seen  to  be  growing  ever  larger  and  wider  as  division  of 
labor,  trade  and  commerce  develop. 

Books  helpful  in  the  development  of  the  Hunting  and  Fishing 
Stages  are  as  follows: 

All  of  those  listed  under  the  second  grade  history. 

The  American  Race,  D.  G.  Brinton — McKay. 

The  story  of  Primitive  Man,  Clodd — Appleton  & Co., 
Chicago. 

First  Steps  in  Human  Progress,  Starr — Chautauqua  Pub. 
Co. 

Lolami,  the  Cliff  Dweller,  Clara  Kern  Bayliss — Pub.  School 
Pub.  Co. 

The  Indians  of  Today,  Grinnell — Stone. 

For  the  period  covered  in  the  Hebrew  studies,  the  following 
are  good,  the  first  list,  A,  made  up  of  books  children  may  read  or 
have  read  to  them,  the  second,  B,  made  up  of  those  helpful  to 
the  teacher: 

A.  Old  Testament  Bible  Stories,  W.  A.  Sheldon — Welch  Co., 

Chicago. 

Old  Stories  of  the  East,  Baldwin — American  Book  Co., 
Chicago. 

Wandering  Heroes,  Price — Silver,  Burdett  & Co.,  Chicago. 
History  for  Graded  and  District  Schools,  Kemp — Ginn  & 
Co.,  Chicago. 

B.  The  Bible. 

History  of  the  Hebrews,  Kent — Scribners,  New  York. 

The  Life  and  Times  of  Joseph.  H.  G.  Tomkins — Relig. 
Tract  Soc. , London. 

The  Jews,  Hosmer — Putnams,  New  York. 

Historians  History  of  the  World,  H.  S.  Williams — Outlook 
Co.,  New  York. 

The  Dawn  of  Civilization,  Maspero — Appleton  & Co.,  New 
York. 

Life  in  Ancient  Egypt  and  Assyria,  Maspero — Appleton, 
New  York. 


48 


THIRD  GRADE 

GEOGRAPHY  AND  NATURE  STUDY 

The  work  of  this  year  is  an  enlargement  on  that  of  preced- 
ing years.  It  is  a study  of  the  immediate  environment,  Macomb 
and  vicinity.  Everything  studied  should  relate,  in  some  way,  to 
home  life  and  therefore  appeal  strongly  to  children’s  interests. 
Home  life  thus  studied  serves  as  a basis  for  comparison  and  con- 
trast for  the  lives  of  distant  peoples. 

How  People  Live. 

Houses.  Locations.  Building  materials — lumber,  bricks, 
concrete  blocks.  Good  roofing  needed  to  keep  out  heavy 
rains;  good  siding  to  protect  from  cold  winds;  windows 
needed  in  summer  for  air  and  at  all  times  for  light;  methods 
of  heating.  House  in  process  of  construction  visited  and 
materials  and  methods  of  preparing  and  placing  noted. 
Comparisons  with  houses  learned  about  in  history  and  lit- 
erature. 

Dress.  Correlated  closely  with  history  and  manual  arts. 
Garments  worn  in  winter  and  why;  in  summer  and  why. 
Sources  of  clothing  material;  several  from  animals;  from 
plants.  Sources  and  uses  of  wool,  linen,  cotton,  silk,  leath- 
er, and  rubber  as  clothing  materials.  The  tailor  shop, 
clothing  house,  and  shoe  store  and  shop. 

Poods.  Plants  and  animals  as  sources  of  food  supply.  Foods 
used  more  in  winter;  in  summer;  reasons  as  far  as  children 
can  appreciate  them.  Articles  of  food  made  in  the  home. 
Visit  a grocery  store;  meat  market;  fruit  store;  bakery; 
name  articles  of  food  procured  from  each  of  these.  Which 
come  prepared?  Which  need  further  preparation?  Note 
the  large  number  of  people  engaged  in  supplying  other 
people  with  food.  Note  the  cost  of  common  articles,  as, 
loaf  of  bread,  pound  of  meat,  a dozen  bananas,  a sack  of 
flour,  etc.  Quantitative  considerations  furnish  valuable 
arithmetic  work  here. 

Water  Supply. 

Wells.  Source  of  well  water.  Difficulty  in  obtaining. 
Quality.  Why  often  impure. 

Cisterns.  Uses  of  rainwater.  Why  different.  Building 
cisterns. 

City  Water.  How  obtained.  How  furnished  to  houses. 
Quality.  Visit  city  pumping  station. 


49 


THIRD  GRADE 

Fuel. 

Wood.  Where  obtained.  How  sold.  The  supply.  Should 
all  trees  be  cut  for  fuel?  Uses  of  trees  for  shade,  for 
protection  from  cold  winds,  for  beauty,  for  protection  of 
birds  and  animals.  Wood  too  valuable  for  fuel. 

Coal.  Where  obtained.  Visit  a mine  if  possible.  Com- 
pare value  of  coal  and  wood  as  fuels,  as  to  heating  pro- 
perties, convenience,  and  cleanliness.  How  sold.  Cost. 
Gas.  From  what  obtained,  How  obtained.  How  supplied 
to  homes.  Convenience.  Compare  with  wood  and  with 
coal.  Visit  to  gas  plant. 

Oil.  Uses.  How  sold.  Cost.  Comparisons  with  other 
fuels. 

Light. 

Candles.  How  they  are  made.  Convenience  and  useful- 
ness. Their  uses  today.  Stories  of  lighting  in  primi- 
tive and  pioneer  times. 

Oil.  Its  source.  Its  general  use  in  the  country.  The 
lamp;  comparison  with  the  candle  in  principle.  Dangers 
in  the  use  of  oils. 

Gas  and  gas  light.  Convenience,  cost,  dangers. 
Electricity.  Convenience,  safety,  cleanliness,  brightness; 
compare  with  gas  and  oil.  Visit  plant.  Method  of  con- 
ducting electricity. 

What  the  people  do. 

Farm.  Method  of  farming.  Grounds  best  suited  to  farm- 
ing. Are  best  farms  hilly  or  level?  Visit  Crooked 

Creek;  find  places  where  the  run-off  has  chiseled  deep 
gulches  and  valleys.  Could  such  ground  be  cultivated? 
Washing  away  of  soils.  Uses  of  such  worn  land.  Now  visit  a 
level  tract  or  farm.  Compare.  Note  growing  crops,  farm 
work,  seeding,  cultivating,  harvesting,  etc. 

Fruit  growing.  Excursion  to  orchard  or  fruit  farm  in  early 
spring.  Note  bloom  of  plants  and  trees.  Watch  develop- 
ing fruit.  Visit  the  same  places  in  the  fall.  Care  of  trees 
and  fruits.  What  injures  fruit?  What  injures  plants  or 
trees?  Protecting  plants  and  fruits.  Spraying.  Note 
surface  and  soils  of  orchards;  level  or  sloping?  Which  is 
better.  Why?  How,  when  and  where  fruit  is  sold.  Uses. 


50 


THIRD  GRADE 

Garden.  Where  do  people  garden?  Why?  Excursion  to  a 
garden.  Note  location  and  soil.  Note  varieties  of  prod- 
ucts. Cultivation. 

Stock  Raising  and  Dairying.  Before  beginning,  make  addi- 
tional visit  to  rough  land  to  develop  the  fact  that  such 
lands  can  not  be  farmed  but  are  useful  for  pastures.  But 
note  also  that  stock  is  raised  upon  level  lands  which  are 
better.  Study:  Horses;  cattle;  sheep;  hogs.  Discuss 
work  of  production,  value  of  products,  uses,  markets  for 
each,  etc.  Compare  the  importance  of  these  industries 
with  farming,  gardening  and  fruit  growing. 

Dairying.  Churning  in  the  home  is  known  to  some  chil- 
dren. Study  the  making  of  butter  and  cheese.  Note  and 
visit  some  of  the  small  dairies  that  supply  milk  to  families. 
Uses  of  dairy  products.  Cost  and  methods  of  selling. 

Poultry  Raising.  Uses  and  needs  of  poultry  and  how  these 
needs  are  supplied.  Methods  of  selling  and  values. 

Bee  Keeping.  Uses  of  bees,  methods  of  supply,  conditions 
of  profitably  keeping  bees,  and  cost  of  products. 

Work  in  Factories. 

The  Pottery.  Visit  a pottery.  Discuss  essential  princi- 
ples of  the  work.  Materials  used.  How  obtained. 
Visit  a clay  mine.  Note  that  pottery,  like  the  crops, 
comes  from  the  earth.  Compare  the  processes  with 
those  of  clay  modeling  in  school.  Recall  the  pottery  of 
early  peoples  learned  about  in  history.  Visit  and  treat 
similarly  the  brick  yard.  Note  the  significance  of  each 
industry.  Observe  the  loading  of  cars  with  stone  ware. 
Brick  and  pottery  in  human  history. 

The  Foundry.  The  pig  iron.  The  Blast.  Making  moulds. 
Pouring.  Polishing.  Uses  of  products.  Loading  cars. 
Demand  for  old  iron.  Number  of  men  employed  A- 
mount  of  skill  demanded.  Compare  with  work  of  pot- 
tery, and  of  other  vocations  studied. 

Other  occupations.  In  a manner  similar  to  the  above  treat- 
ments, study  also,  the  following:  Carpenter;  lumberman; 
merchants;  doctors,  including  the  hospital;  dentists; 
lawyers;  and  others  as  time  and  conditions  indicate.  In 
all  of  these  studies,  geographical  controls  are  to  stand  out 
as  the  most  important  phase  of  study. 


51 


THIRD  GRA.DE 

Weather  study,  local  topography,  erosion,  transportation 
and  deposition  of  soils,  through  work  as  outlined  above 
and  by  special  work  along  Normal  Creek,  will  receive  much 
attention 

Roads.  Highways,  streets,  sidewalks,  as  public  utilities. 
Methods  of  building.  Uses  and  rights  of  travel.  Support 
of  roads,  paving,  etc.  Methods  of  road  and  bridge  making 
in  the  country.  “Working”  roads. 

Care  of  the  City.  Government — Council,  Mayor,  Aldermen, 
etc.  Fire  Department.  Lighting  Systems.  Public 
Health.  Beautification  of  the  City. 

In  connection  with  the  above  work  and  with  manual  arts  and 
history,  the  following  observational  and  experimental  work  will 
be  carried  out: 

Bird  studies  will  be  continued  as  in  the  second  grade,  enlarg- 
ing the  range  of  study  as  capacity  of  children  and  condi- 
tions warrant. 

Plant  studies  will  include  a number  of  the  troublesome  plants 
as  dandelion,  mallow,  shepherd’s  purse,  dock,  pursley,  pig 
weed,  etc.,  in  connection  with  the  lawn  and  garden  and 
farm.  Methods  of  extermination  will  be  considered.  More 
attention  will  be  given  to  the  recognition  and  naming  of 
wild  flowers — hepatica,  buttercup,  Jack-in-the  pulpit, 
cinquefoil,  spiderwort,  etc.  In  connection  with  gardening, 
studies  will  be  made  of  germination  of  seeds;  names  of  dry 
seeds;  times  of  planting;  character  of  soils,  cultivation  and 
retention  of  moisture;  recognition  of  growing  plants. 
Common  trees. 

Insect  and  animal  life  will  be  continued,  especially  in  con- 
nection with  gardening  and  other  economic  questions. 
The  mosquito,  cockroach,  box  elder  bug,  rats  and  mice, 
are  among  the  injurious  forms.  Interesting  forms  suggest- 
ed by  the  children,  the  bumblebee,  butterflies,  moths,  frogs 
and  toads,  etc.,  will  be  noted. 

Weather  studies  will  include  clouds,  tints  of  the  sky,  conduct 
of  storms,  precipitation  of  moisture  in  various  forms,  dew, 
frost,  evaporation  of  water,  etc. , in  addition  to  the  refer- 
ences above  noted. 

Food  studies,  in  connection  with  cooking,  will  include:  Not- 
ing the  boiling  point;  solutions — hot  and  cold  water  as  a 


52 


THIRD  GRADE 

solvent;  the  coagulation  of  albumen  by  heat,  using  meat; 
the  effect  of  temperature  upon  egg;  the  iodine  test  for 
starch,  using  the  potato;  test  for  sugar,  using  milk  and 
fruits;  and  the  different  kinds  of  pumpkins,  noting  the  ef- 
fects of  heat  upon  them. 

MATHEMATICS 

The  number  work  of  this  grade  is  confined  largely  to  the  con- 
sideration of  imaged,  or  imagined,  things.  However,  generaliza- 
tions about  numbers  come  to  be  common  in  this  grade,  but  these 
are  to  be  accepted  only  as  they  represent  definitely  the  action  of 
the  child’s  own  intelligence.  Emphasize  the  ten  group  as  a unit 
for  interpreting  larger  groups.  The  scope  of  the  work  is  rough- 
ly indicated  as  follows: 

Counting  to  100  with  the  ten  unit  as  the  means, — reading, 
writing  and  translating  into  ideas  the  number  symbols  and 
words.  Use  objects  only  in  so  far  as  is  necessary  to  im- 
press meanings.  Images  should  now  take  the  place  of  ob- 
jects in  much  work. 

Meanings  of  one-seventh,  one-eighth,  one-ninth,  one-tenth, 
one-  twelfth,  three-fifths,  four-fifths,  two-sevenths,  three- 
eighths,  etc.,  as  amounts  and  as  operators.  Use  only  in  the 
commonest  forms  and  in  real  situations  and  relationships  to 
get  meanings. 

Addition,  subtraction,  multiplication,  division  and  partition — 
real  number  work  shorn  of  formality  and  technicality — in  a 
field  not  beyond  the  power  of  the  pupils  to  grasp  with  rel- 
ative ease.  Probably  not  much  beyond  one  hundred  for 
the  larger  number  of  problems.  Some  generalizations 
with  smaller  numbers.  Much  work  involving  the  ten  unit 
in  terms  of  imaged  things. 

Relations  as  amounts  and  in  terms  of  things,  objects  them- 
selves, imaged  objects  and  representations,  as  drawings  for 
halves  and  fourths;  halves  and  sixths:  halves  and  eighths; 
thirds  and  sixths;  fourths  and  eighths: 

Problems  involving  the  above  wfill  be  furnished  in  abundance 
by  the  needs  arising  in  hand  work,  cooking,  in  the  trips  taken 
to  bakery,  grocery,  garden,  farm,  and  other  places,  and  in  the 
games  and  plays  used  in  the  school  room.  For  drill  work, 
games  will  be  used  quite  extensively.  The  games  published  by  the 


53 


THIRD  GRADE 

Cincinnati  Game  Company,  Cincinnati,  Ohio,  have  been  found 
excellent  for  this  work. 


MANUAL  ARTS 

History  and  geography,  as  may  be  seen  from  consulting  these 
subjects,  together  with  seasonal  and  occasional  needs,  furnish 
motives  for  the  major  portion  of  the  hand  work.  Motive  in  a 
need  for  expression  or  in  need  for  illustrative  purposes  to  aid  in 
clarifying  conceptions  or  thoughts  is  a test  applied  to  the  deter- 
mination of  any  project  taken  up. 

Carding,  Spinning,  Dying,  Weaving,  Braiding,  Sewing:  Use 
raffia,  reeds,  cloth,  straw,  grasses  and  cords,  for  making 
mats,  rugs,  fish  nets,  tents,  and  such  other  projects  as  are 
needed  to  develop  the  other  subjects  and  meet  other  needs. 
Measuring,  Folding,  Cutting,  Fastening:  Materials  used  are 
cardboard,  paper,  bark  and  wood.  Useful  projects  will  in- 
clude wall  pockets,  frames,  calendar  backs,  insect  case, 
lampshade,  work  basket,  boxes,  traps,  weather  vane,  book 
rack,  plant  stand,  valentines,  cards,  bow  and  arrow,  spindle 
and  loom,  marker,  and  labels.  Illustrative  work  in  con- 
nection with  history,  geography  and  literature  will  include 
models  of  chairs,  house  furnishings,  implements  as  used  by 
early  peoples,  canoes,  boats,  moulds  for  candles,  etc. 
Measuring,  Cutting,  Sewing:  Use  of  crash,  cotton  cloth,  bur- 
lap, canvas  and  leather,  for  making  bags,  penwipers,  a- 
prons,  towels,  holders,  ball  covers,  etc. 

Drawing:  Designing  and  decoration  of  projects  above  outlined. 
Illustrative  drawing  with  motives  from  history,  nature  and 
geography  work,  stories  and  reading.  Stories  told  by 
means  of  pictures.  Much  use  of  blackboard  work.  The 
same  variety  of  media  used  as  in  the  second  grade. 
Modeling:  Work  in  clay  and  sand.  Relief  work  illustrat- 

ing history  and  literature,  animal  forms,  stories,  etc.  Models 
of  animals,  cradle,  corn  crusher,  igloo,  dishes,  early  pot- 
tery, etc. 

Picture  Study  and  Study  of  Other  Masterpieces  of  Hand 
Work:  Studies  of  the  best  available  products  representative 
of  the  processes  above  outlined — mats,  rugs,  carpets,  house 
furnishings,  cardboard  products,  pottery,  drawings  and 
paintings.  Study  these  for  purposes  of  getting  good  copies, 


54 


THIRD  GRADE 

criticising  the  work  of  the  children,  developing  principles, 
cultivating  taste,  and  for  the  joy  of  appreciating  their  excel- 
lence and  their  meanings.  Authors  will  be  studied  occa- 
sionly  in  connection  with  their  work.  Among  the  pictures 
whose  authors  will  be  studied,  the  following  are  suggestive 
types:  At  the  Watering  Trough,  Bouvert;  Road  to  the  Vil- 
lage, Reicke;  Oxen  Plowing,  Troon;  The  Horse  Fair,  Bon- 
heur;  The  Sower,  Millet ; The  Lake,  Corot;  Shepherdess 
Knitting,  Millet;  The  Balloon,  Dupre;  The  Gleaners,  Mil- 
let; Moses,  Angelo , and  many  of  the  Old  Testament  Bible 
Pictures,  Tissot,  to  correlate  with  the  history  of  the  Hebrews. 

Cooking;  Making  grape  jelly  for  luncheons.  Drying  of  pump- 
kin. Time  required  for  cooking  of  pumpkin.  Cooking  of  veg- 
etables: starchy,  the  potato;  sweet  juiced,  the  carrot;  strong 
juiced,  cabbage  and  onions.  White  sauce,  for  vegetables. 
Broiling  of  meats.  Soups,  without  stock — potato,  pea, 
bean.  Cooking  eggs.  Bread  baking,  milk  and  its  products— 
making  of  butter,  etc. , in  connection  with  geography  work. 
Studies  of  food  of  Hebrews  and  other  peoples  found  in  his- 
tory. Christmas  candies. 

Housekeeping:  Care  of  utensils;  general  cleanliness;  serving 

of  luncheons,  for  children  and  parents.  Setting  of  tables. 
Table  decoration. 


MUSIC 

Rote  Songs . Rote  songs  are  continued  to  give  the  children  a 
means  of  free  expression  and  to  train  the  power  to  imitate  and 
produce. 

Syllable  Songs.  To  be  used  to  teach  new  intervals  and  rhythms. 

Rhythm  Drills.  Counting,  beating  and  marking  time;  to  be 
used  with  rote  and  syllable  songs  in  connection  with  the  sight 
reading. 

Notation.  In  the  representation  of  the  syllable  song.  Copy- 
ing and  writing  from  memory.  Quarter,  half,  whole  and  eighth 
notes  and  rests  to  be  named  and  used  in  copying  and  writing. 
Relative  values  of  notes  and  rests. 

Time  signatures  named  and  defined.  Signatures  placed  and  do 
or  1 located  in  keys  of  C,  G,  D,  A,  E,  F,  B flat,  E flat  and  A flat. 

Tone  Testing  for  ear  training,  and  scale  drills  continued  as  in 
second  grade,  noting  and  meeting  the  needs  of  pupils. 


55 


THIRD  GRADE 

Original  Melody  Construction. 

Two  Voice  Work.  Use  rounds  and  canons  and  simple  two 
voice  songs  and  exercises. 

Sight  Reading.  Reading  at  sight  exercises  in  any  key  in  two- 
four,  three-four,  four-four,  three-eight  and  six-eight  time,  and 
joining  words  and  music  at  sight. 

The  text  book  used  is  the  Modern  Music  Primer,  Smith — 
Silver,  Burdet  & Co. 

For  supplementary  material,  the  text  most  used  in  the  New 
Educational  Music  Course,  Book  I — Ginn  & Co. , Chicago. 

Program  Music.  Programs  to  be  given  by  the  children  using 
material  taught  throughout  the  year.  Concerts  for  the  children 
at  least  once  each  month  using  characteristic  music  for  the  voice, 
and  piano  or  other  instrunents. 

History  of  Music.  In  part  through  program  music.  Stories 
of  Bach  and  Palestrina  with  selections  appreciable  by  the  chil- 
dren. Stories  of  the  development  of  harmony.  Musical  instru- 
ments of  the  Hebrews,  Egyptians,  and  Persians,  correlating  with 
the  history  of  this  grade.  The  psalm  and  stories  of  early  church 
music. 

Songs.  Selections  as  indicated  above.  Also  songs  in  response 
to  seasonal  and  occasional  interests.  Original  melody  work  en- 
couraged for  these  purposes  also. 

PHYSICAL  TRAINING 

In  this  grade  and  in  the  fourth  also,  we  find  conditions  of 
growth  somewhat  different  from  those  in  the  preceding  grades. 
Physical  development  is  slower:  tendencies  to  nervous  disorder 
are  stronger;  and  mental  dullness  may  seem  to  be  more  in  evi- 
dence. The  aim  of  the  work,  while  including  all  that  applies  in 
the  preceding  grade,  looks  more  toward  stimulating  the  circulation; 
giving  poise  and  self-control;  and  developing  mental  acuity 
through  quick  and  correct  responses  to  command  and  situations 
in  plays  and  games. 

General  Exercises:  Free  exercises,  stretching,  relaxing,  etc. 

Marching  by  2’s  and  4’s;  half-facings;  spacings;  marching 
calisthenics. 

Pole  and  rope  climbing. 

Simple  bell  and  club  exercises  using  weights  of  one-half  to 
three-fourth  pounds. 


56 


FOURTH  GRADE 

Exercises  with  small  wands  for  back  and  chest  muscles. 
Rhythm  Work:  Steps,  running,  skipping,  gliding,  heel 
and  toe,  etc. 

Games:  Throwing  the  Ball;  Center  Ball;  Pass  Ball;  Sim- 
ple Relay. 

Races;  Bell  and  Club  Relays;  Touch  Down;  Circle  Tag; 
etc. 

Hygiene:  Dietetics.  Kinds  of  food  needed;  when  food  should 
be  taken;  over-eating  and  drinking:  eating  slowly;  need 
of  rest  immediately  after  eating;  bathing  in  its  refer- 
ence to  time  of  eating;  etc. 

GRADE  IV 

ENGLISH 

Greater  power  of  sustained  attention  and  greater  facility  in 
reading  now  make  possible  the  use  of  longer  selections  for  read- 
ing and  study.  Classic  literature  in  much  variety  is  used.  A 
study  of  the  Greek  and  Roman  periods  in  history  suggests  much 
excellent  material  for  literature. 

Literature . 

Stories. 

General  Stories — As  partial  basis  for  composition  and 
dramatization  during  the  first  part  of  the  year. 

Story  of  Ulysses,  Cook  68 
Casabianca  58 
Antonio  Canova  58 

Story  of  Aladdin — The  Wonderful  Lamp  26 
Second  Voyage  of  Sinbad  the  Sailor  26 
Mowgli’s  Brothers,  Kipling  67 
Kaa’s  Hunting,  Kipling  67 
Tiger!  Tiger!,  Kipling  67 
Rikki-Tikki-Tavi,  Kipling  67 
The  White  Seal,  Kipling  67 
The  Bee-Man  of  Orn,  Stockton  52 
The  Christmas  Truants,  Stockton  52 
Water  Babies,  Kingsley  69 
Uncle  Remus  Stories,  Harris  70 
Stories  Correlated  with  History. 

The  Story  of  Cincinnatus,  Baldwin  54 
The  Story  of  Regulus  54. 


57 


FOURTH  GRADE 

Cornelia’s  Jewels  54. 

Androculus  and  the  Lion  54 
Damon  and  Pythias  54 
A Laconic  Answer  54 
The  Ungrateful  Guest  54 
Alexander  and  Bucephalus  54 
Diogenes  the  Wise  Man  54 
The  Brave  Three  Hundred  54 
Socrates  and  His  House  54 
As  Rich  As  Croesus,  Baldwin  58 
The  Gordian  Knot  58 
Why  Alexander  Wept  58 
The  Fall  of  Troy  58 
Penelope’s  Web  58 
How  Rome  Was  Founded  58 
How  Decius  Mus  Saved  Rome  58 
“Delenda  est  Carthago”  58 
Hannibal,  the  Hero  of  Carthage  58 
Poems. 

Of  Nature. 

The  Brook,  Tennyson  2,  3,  13,  32 
The  Daffodil,  First  Stanza,  Wordsworth  2 
The  Nightingale  and  the  Glow-Worm,  Cowper 
Sparrows,  Thaxter  15 
A Laughing  Chorus,  Selected  5 
The  Peter  Bird,  H.  T.  Stanton  5 
Robert  of  Lincoln,  Bryant  1,  2,  3,  5,  32 
The  Planting  of  the  Apple  Tree,  Bryant  3 

Miscellaneous. 

The  Bell  of  Atri,  Longfellow  3 

Old  Ironsides,  Holmes  2,  3,  13 

The  Wreck  of  the  Hesperus,  Longfellow  2,  13 

Horatius  at  the  Bridge,  Macaulay  2 

The  Fairies,  Allingham  14 

Nobility,  Alice  Cary  16 

Little  Gottlieb,  Phoeby  Cary  16 

Nightfall  in  Dordrecht,  Field  5 

Japanese  Lullaby  5 

Casabianca,  Hemans  2,  3,  13,  32 

The  Star-Spangled  Banner,  Key  2 


58 


FOURTH  GRADE 

The  Captain’s  Daughter,  Jas.  Fields  2,  18 
A Christmas  Card,  Lowell  8 
Driving  Home  the  Cows,  Osgood  2 
America,  Smith  2 
A Visit  from  St.  Nicholas,  Moore  2 
Song  of  Life,  Mackay  2 

Songs.  Songs  used  in  the  music  work  interpreted  as  liter- 
ature. 

Reading.  Increasing  attention  will  be  given  to  exactness  of 
interpretation  and  expression.  In  addition  to  the  stories  and 
poems  indicated  above,  selections  for  reading  will  be  made  from 
the  following  texts: 

Fourth  Year  Language  Reader,  Baker-Carpenter — Macmillan, 
Chicago. 

Stepping  Stones  to  Literature,  IV. — Silver,  Burdett  &Co., 
Chicago. 

Jones  Fourth  Reader — Ginn  & Co.,  Chicago. 

Graded  Literature  Reader,  Book  IV. — Maynard,  Merrill  & 
Co.,  Chicago. 

Ten  Boys  from  Long  Ago  to  Now,  for  stories  of  Darius, 
Cleon,  and  Horatius,  Andrews — Ginn  & Co.,  Chicago. 

Seven  Little  Sisters,  Andrews — Ginn  & Co. 

Story  of  Lincoln,  Cravens — Pub.  School  Pub.  Co.,  Bloom- 
ington. 

Story  of  Ulysses,  Cook — Pub.  School  Pub.  Co.,  Bloomington, 
Illinois. 

Pinocchio,  Collodi — Ginn  & Co.,  Chicago. 

Books  used  in  the  third  grade,  and  possibly  in  the  second, 
will  be  taken  in  this  grade  for  sight  reading  to  aid  in  the  de- 
velopment of  freedom  and  fluency  in  expression.  Throughout 
the  grades,  children  will  be  encouraged  to  read  aloud  to  parents 
and  others  in  the  home.  Teachers  will  often  read  aloud  to 
pupils.  Imitation  is  a very  important  factor  in  cultivating  excel- 
lence in  enunciation,  pronunciation,  quality  of  voice  and  all  other 
elements  of  oral  expression. 

Word  Study.  In  this  grade,  children  will  be  given  systematic 
instruction  in  the  use  of  the  dictionary  in  getting  the  pronunci- 
ation and  the  meanings  of  necessary  words.  Although  system- 
atic, this  work  will  be  in  relation  to  other  work  which  occasions 
the  needs  for  the  use  of  the  dictionary.  As  to  spelling,  the  same 


59 


FOURTH  GRADE 

careful  method  of  work  indicated  in  the  third  grade  outline  will 
continue. 

Writing.  Continued  as  in  the  third  grade.  Emphasized  in 
all  work. 

Language.  Arbitrary  forms  already  learned,  contractions, 
abbreviations,  use  of  comma  in  series,  further  uses  of  the  period, 
etc. , are  dwelt  upon  and  ample  opportunity  given  for  application 
of  their  use  in  composition  work.  For  a part  of  the  work,  a text 
book  is  placed  in  the  hands  of  the  pupil.  Language  through 
Nature  Literature  and  Art  by  Purdue  and  Griswold,  Rand, 
McNally  & Co.,  Chicago,  provides  a great  deal  of  work  very 
closely  correlated  with  other  subjects  and  furnishes  typical 
methods  of  procedure.  Its  selections  of  stories,  poems,  and 
pictures  are  of  excellent  quality  and  well  treated.  Another  text 
used  at  times,  especially  for  teaching  variety  and  beauty  of  ex- 
pression, is  the  Woodley  Foundation  Lessons  in  English,  Book  I, 
by  the  Macmillan  Co.,  Chicago. 

Dramatization  as  a means  of  clarifying  thought  and  culti- 
vating freedom  and  accuracy  in  expression  will  receive  much  at- 
tention in  this  grade.  Among  the  motives  used  from  literature 
and  history,  will  be  such  as  Theseus,  Ceres  and  Proserpina,  and 
selections  from  the  Story  of  Ulysses. 

Original  composition  work,  some  in  verse  for  occasions  and 
as  phrases  for  melody  construction  in  the  making  of  songs,  will 
be  encouraged.  In  all  work,  oral  and  written,  care  will  be  used 
to  influence  children  to  express  themselves  with  clearness  and 
correctness. 

HISTORY 

The  work  of  the  third  grade  brought  the  study  of  the 
Persians  into  contact  with  the  Greeks.  The  work  of  this  year  is 
devoted  to  the  Greeks  and  Romans  as  types  of  civilized  society. 
While  the  myths  and  legends,  and  the  narratives  of  authentic 
history  here  become  a very  important  part  of  the  work,  the  in- 
dustrial and  vocational  life  of  these  peoples  is  still  vitally 
emphasized.  Progress  in  arts,  letters  and  political  life  are  here 
important.  Greater  social  complexity,  greater  personal  re- 
sponsibility and  social  interdependence  are  found  here  and  are  to 
be  duly  emphasized.  Through  the  rise,  decline  and  fall  of  these 
states  in  relationship  to  the  causes  in  private  and  public  life 


60 


FOURTH  GRADE 

which  produced  them,  the  child  becomes  conscious  of  the  funda- 
mental importance  of  conduct  in  the  welfare  of  any  people. 

The  contributions  of  the  two  peoples  to  our  own  civilization 
must  be  borne  in  mind  constantly  by  the  teacher.  Comparisions 
with  peoples  and  types  of  life  earlier  studied  and  with  present 
day  conditions  are  constant.  The  essential  difference  in  the 
genius  of  the  two  peoples,  the  Greek  in  the  field  of  art,  letters 
and  philosophy,  the  Roman  in  the  field  of  law,  government  and 
practical  affairs,  should  be  appreciated.  It  is  expected  that  the 
pupil  will  learn  to  feel  this  difference  rather  than  to  formulate  it 
in  words.  Much  work  in  dramatization,  hand  work  and  art 
study  grows  out  of  the  material.  The  construction  of  houses, 
equipment  and  costumes  of  these  peoples  will  receive  due  emphasis 
and  especial  attention  will  be  given  to  the  art  side  of  Greek  life. 
Physical  Training  will  also  receive  a stimulus  from  the  Greek 
work  and  an  “Olympiad”  may  easily  be  an  outgrowth  of  the 
study  if  it  is  desired. 

Greece. 

Mythology:  Zeus;  Poseidon;  Pluto;  Hera;  Apollo;  Artemis; 
Hephaestus;  Aphrodite;  Hermes;  Ares:  Bacchus;  Athena. 

Legendary  History,  Mother  Ceres;  Heracles;  Theseus;  Per- 
seus; Jason  and  the  Golden  Fleece;  The  Trojan  War. 

The  Law  Givers. 

Lycurgus  and  His  Laws:  Rules  for  the  education  of  the 
youth.  The  common  tables.  Ideas  of  trade  and  money. 
The  Spartan  ideas  of  honor.  The  Spartan  as  a man. 
Draco:  Conditions  at  Athens.  Need  of  written  laws. 
Reforms  of  Draco.  Solon. 

The  Persian  Wars. 

Croesus  and  the  Greek  cities  in  Asia  Minor. 

Conquest  of  Lydia  by  Cyrus. 

The  policy  of  Cyrus  and  Darius. 

The  burning  of  Sardis. 

The  first  Persian  invasion:  The  envoys  who  asked  for 
earth  a ad  water.  Miltiades  and  the  battle  of  Marathon. 
Ostracism  at  Athens. 

The  Second  Persian  invasion:  Xerxes  and  his  prepara- 
tions. The  army  and  the  way  it  came.  Preparations  of  the 
Greeks.  Leonidas  and  the  battle  of  Thermopylae. 


61 


FOURTH  GRADE 

Themistocles  and  the  battle  of  Salamis.  Defeat  of  the 
Persians  at  Plataea. 

Athens  at  the  Time  of  Pericles. 

Life  of  the  people:  Their  houses,  dress,  schools,  slaves, 
temples,  games,  and  theaters. 

The  colonial  empire  of  Athens. 

The  use  Pericles  made  of  money  raised  from  the  colonies: 
The  fine  public  buildings  of  the  acropolis;  the  statuary; 
carvings,  and  paintings;  encouragement  given  to  ora- 
tory, history  and  the  drama — Herodotus;  the  theaters; 
Eschylus,  Sophocles  and  Euripides.  To  make  these 
dramatists  more  than  mere  names,  the  teacher  may 
select  some  one  play,  as  Antigone,  tell  the  story,  read 
some  short  selection,  and  allow  the  children  to  act  it  if 
they  wish. 

Socrates:  His  life  and  the  way  he  taught. 

Richness  and  strength  of  Athens. 

The  Pelopponesian  War:  Allies  of  Sparta;  Outbreak  of 
the  war.  The  pestilence  at  Athens  and  the  death  of 
Pericles.  The  first  Spartan  captives.  Part  Alcibiades 
played  in  the  war.  The  Athenian  assembly  and  the  law 
courts.  Aristophanes  and  his  satires:  The  “Wasps” 
and  the  “Birds”  may  both  be  used.  The  teacher  may 
tell  the  story,  read  parts,  and  allow  the  children  to  act  it. 
They  will  see  the  point  in  each  play. 

Thucydides  as  the  historian  of  the  war. 

The  Rise  of  Macedonia:  Philip  and  Demosthenes.  Alex- 
ander the  Great. 

Alexander’s  conquests;  his  character;  his  relation  to  Aris- 
totle. 

Rome. 

Legendary  History:  Romulus  and  Remus  and  the  found- 
ing of  Rome.  How  the  Romans  secured  wives.  Lars 
Porsena.  Horatius.  The  Tarquins  and  their  expulsion. 
The  Republic. 

Coriolanus  and  the  Volscians. 

The  Gauls  and  the  ransom  of  Rome. 

Cincinnatus:  How  he  saved  Rome  and  the  office  of  dic- 
tator. 

The  Plebians  and  their  demand  of  citizenship.  In  this 


62 


FOURTH  GRADE 

connection  tell  the  main  facts  of  Rome’s  early  govern- 
ment. 

War  with  Pyrrhus:  What  the  Romans  learned  from 
fighting  with  the  Greeks:  Effects  of  the  elephants  upon 
the  Roman  soldiers.  Appius  Claudius  and  the  refusal  of 
peace.  Final  success  of  the  Romans. 

Romes’s  method  of  holding  the  conquered  country:  The 
military  roads.  Use  of  these  roads  for  trading  purposes. 
The  question  of  citizenship. 

How  Rome  Conquered  the  World  and  the  Results  of  This. 
The  War  with  Carthage:  How  the  war  started.  Duillius 
and  the  first  fleet.  Government  of  the  first  province. 
Hannibal.  Scipio.  New  colonies  as  a result  of  the  war. 
Life  of  the  Romans  at  the  close  of  the  wars  with  Carthage: 
Dress;  Houses;  Occupations;  Military  service. 

Conquest  of  Greece:  Roman  legions  defeat  the  phalanx. 
Growth  of  Grecian  customs.  The  Romans  learn  Greek 
art,  literature,  religion  and  philosophy.  Increase  in  the 
number  of  slaves. 

From  among  the  following  books,  material  may  be  selected 
well  adapted  to  the  work  above  outlined.  Those  under  division  A 
in  each  case  are  in  such  form  as  to  be  read  to  or  by  the  children  of 
this  grade.  Those  under  B are  helpful  to  the  teacher  but  often 
beyond  the  pupil. 

References  on  Greece. 

A.  Ten  Boys  on  the  Way  from  Long  Ago  to  Now,  Andrews 
— Ginn  & Co. 

Heroes  of  Olden  Time,  Baldwin — Scribners,  New  York. 
Tales  from  Greek  Story  and  Song.  H.  J.  Church — Macmil- 
lan, Chicago. 

Story  of  the  Persian  War,  H.  J.  Church — Bay  View  Pub. 
Co. 

Stories  from  Greek  Comedy,  H.  J.  Church — Macmillan, 
Chicago 

Stories  from  Greek  Tragedy,  H.  J.  Church — Dodd,  Mead 
& Co. 

Myths  of  Greece  and  Rome,  Guerber — American  Book 
Co.,  Chicago. 

Stories  of  the  Greeks,  Guerber — American  Book  Co., 
Chicago. 


63 


FOURTH  GRADE 

Homeric  Stories,  Hall — American  Book  Co.,  Chicago. 
Four  Old  Greeks,  Hall — Rand,  McNally  & Co.,  Chicago. 
Greek  Gods,  Heroes  and  Men,  Harding — Scott,  Foresman 
& Co.,  Chicago. 

Tangle  wood  Tales,  Hawthorne, — Houghton,  Mifflin  & Co., 
Chicago. 

Wonder  Book,  Hawthorne — Houghton,  Mifflin  & Co. , 
Greek  Heroes,  Kingsley — Macmillans,  Chicago. 

Gods  and  Heroes,  Francillon — Ginn  & Co.,  Chicago. 
History  for  Graded  and  District  Schools,  Kemp — Ginn  & 
Co.,  Chicago. 

B.  Home  Life  of  the  Ancient  Greek,  Blumner — Cassell 
History  of  Greece,  Bury — Macmillans,  Chicago. 

Life  of  the  Ancient  Greeks,  Gulick — Appleton  & Co., 
Chicago. 

Old  Greek  Life,  Mahaffy — American  Book  Co.,  Chicago. 
Ancient  History,  Myers — Ginn  & Co.,  Chicago. 

Plutarch’s  Lives — Burt  Publishing  Co.,  New  York. 
References  on  Rome. 

A.  All  of  those  in  the  above  list  referring  to  Rome  in  part. 
Stories  from  Livy,  H.  J.  Church — Dodd,  Mead  & Co., 

New  York. 

Story  of  Romans,  Guerber — American  Book  Co.,  Chicago. 
The  City  of  the  Seven  Hills,  Harding — Scott,  Foresman 
& Co.,  Chicago. 

Stories  of  Old  Rome,  Pratt — Educational  Pub.  Co., 
Chicago. 

B.  Life  of  the  Greeks  and  Romans,  Guhl  and  Kones — Apple- 

ton  & Co., 

Early  Rome,  Ihne — Scribners,  New  York. 

Private  Life  of  the  Romans,  Johnson — Scott,  Foreman  & 
Co.,  Chicago. 

Private  Life  of  the  Romans,  Preston  and  Dodge — Sanborn, 
New  York. 

History  of  Rome,  Momsen — Scribners,  New  York. 

Source  Book  of  Roman  History,  Abridged,  Munro — D.  C. 
Heath  & Co. , Chicago. 

Ancient  History,  Myers — Ginn  & Co.,  Chicago. 

GEOGRAPHY  AND  NATURE  STUDY. 

The  aim  of  the  third  year’s  work  was  to  familiarize  the  child 


64 


FOURTH  GRADE 

with  the  more  pertinent  and  striking  objects  and  activities  in  his 
own  environment.  But  home  life  in  counties  commercially  related  is, 
only  in  part,  conditioned  by  the  activities  of  the  home  people. 
The  aim  this  year  is  to  become  acquainted  with  the  people  of 
other  lands,  to  learn  of  their  countries  and  home  life  and  to  see 
how  our  products  and  work  are  of  value  to  them  and  how  their  ef- 
forts and  products  contribute  to  our  well  being. 

The  many  necessities  and  luxuries  of  our  home  life  offer  a 
natural  approach  to  the  study  of  many  topics  which  will  be  wide- 
ly enough  distributed  to  lead  us  inductively  to  a view  of  the 
“World  as  a Whole”.  This  procedure  lays  emphasis  upon  the 
commercial  and  industrial  phases  of  geography  and  lays  less 
stress  upon  physiography  than  do  the  customary  text  books. 
However,  there  may  be  considerable  of  the  more  significant  other 
phases  of  geography  taught,  even  at  this  early  age.  The  child 
will  come  gradually  to  see  that  certain  topography,  climate  and 
soils  condition  the  life  and  determine  the  activities  of  their  inhab- 
itants. The  full  significance  of  “life  controls”  and  “life  responses” 
may  not  be  comprehended  at  this  time,  but  the  idea  will  grow 
and  in  time  become  the  central  idea  of  school  geography.  Spec- 
ial effort  should  not  be  made  to  generalize  but  an  attempt  made  to 
secure  details  which  later  will  find  their  places  in  established  cat- 
egories, at  which  time  the  principles  of  geography  will  become 
clearer  and  more  apparent. 

Globes,  maps  and  pictures,  as  well  as  the  sand  table,  are 
freely  used  so  that  by  the  close  of  the  year,  the  salient  elements 
of  location,  extent,  and  more  important  land  features  will  have  been 
gained,  largely  incidentally.  Local  excursions  will  be  made  oc- 
casionally to  furnish  details  for  comparisons. 

Below  is  given  a list  of  suggested  topics.  Their  treatment 
should  be,  as  far  as  possible,  such  as  to  require  thought  and  in- 
ference of  the  pupils.  In  many  instances  the  topic  is  approached 
by  tracing  to  the  region  of  production  some  article  of  common  use; 
then  the  life  of  the  people,  the  character  of  the  country,  climate, 
etc.,  are  studied  in  connection  with  a very  general  view  of  the 
industrial  conditions  which  lead  to  the  typical  product  with  which 
we  started. 

Oysters  in  Cheasapeake  Bay.  Holy  Land  and  Bible  History. 
Oranges  in  California.  Fish;  Norway. 

Coffee  and  the  Mexicans.  Camphor  and  Straw  Matting; 


THE  GYMNASIUM 


65 


FOURTH  GRADE 


India  Rubber  and  the  Amazon 
Valley. 

Sheep  and  Cattle  in  Argentina. 
Silk  in  Southern  France. 

Sable  and  the  Tundra  Regions. 
Cutlery  in  England. 

Pearls  and  Ceylon. 

Olives,  Macaroni,  and  the  Ital- 
ians. 

Ostrich  Farm  in  California. 
Flower  Bulbs  and  Cheese;  Hol- 
land. 

Art,  Architecture  and  the  Rhine. 


Japan. 

Seal  and  the  Eskimo  in  Alaska. 
Manila  Hemp  and  the  Philip- 
pines. 

Dates  and  the  Figs  of  Persia. 
Cod  Fishing  and  the  Grand 
Banks. 

A Rice  Field  in  Southern  Uni- 
ted States. 

Diamonds;  Kimberly. 

Egypt  and  the  Exodus. 
Kangaroo  and  Australia. 
Trans=Altantic  Commerce. 


The  year  should  close  with  a summary  of  the  “Earth  as  a 
Whole”,  and  with  elementary  facts  of  its  form,  size,  motions  and 
relations  to  the  sun. 

In  connection  with  the  above  work  and  with  gardening  and 
cooking,  observational  and  experimental  work  will  be  carried  on  as 
follows: 

Weather  studies  continued.  Note  the  time  and  direction  of  the 
rising  and  setting  sun,  its  altitude  at  noon,  the  state  of  the 
sky,  the  direction  and  velocity  of  winds,  and  the  frequency 
of  storms  with  the  conditions  of  wind,  temperature  and  ba- 
rometer accompanying  storms. 

Bird  studies  will  be  reviewed  and  continued.  Take  account  of 
knowledge  and  interests  already  possessed  and  use  these 
as  a basis.  Do  not  neglect  economic  significance  of  birds  and 
protection  of  them. 

Plant  studies  will  include  a review  of  the  trees,  troublesome 
plants,  wild  flowers  and  garden  products  of  previous  years, 
and  continued  work  in  the  same  fields.  More  trees,  as,  the 
box  elder,  linden,  birch,  ash,  cedar,  catalpa,  etc.,  will  be  not- 
ed in  economic  and  ecological  relationships.  Some  study 
will  be  made  in  discriminating  between  different  species  of 
the  same  genus,  as,  two  maples,  three  oaks,  two  pines  and 
two  birches,  may  be  learned.  To  the  list  of  wild  flowers  may 
be  added  such  as,  lady’s  slipper,  phlox,  meadow  lily,  colum- 
bine, oxalis,  larkspur,  etc.  Attention  may  also  be  given  to 
domesticated  flowers,  as,  geranium,  begonia,  fuscias,  verbe- 
nas, petunias,  nasturtiums,  etc.,  emphasizing  care,  propriety  in 


66 


FOURTH  GRADE 

location  in  yard  and  garden,  etc.  Some  of  the  llowerless  plants, 
as,  the  ferns,  mushrooms,  mosses  or  fungi  may  be  noted  as 
these  occur  in  excursions  or  otherwise.  Garden  work  will 
continue  with  especial  attention  to  propagation  from  seeds, 
by  runners,  using  the  strawberry,  etc.,  and  by  cuttings,  using 
roses,  willows,  etc.  Plants  met  in  geography,  as,  cotton,  rice, 
flax,  etc.,  will  be  planted  and  results  used  in  enforcing 
necessary  elements  of  climate,  soils,  etc.,  for  their  growth. 
Insect  and  other  animal  life  will  be  continued,  giving  increasing 
attention  to  insect  pests.  The  peach  and  apple  tree  borers, 
the  cut  worm,  coddling  moth,  and  plum  curculio  will  be  not- 
ed as  they  appear  in  the  neighborhood  and  methods  of  ex- 
termination tested.  The  habits  of  pets,  of  frogs  and  toads, 
of  a common,  local  fish  in  aquarium  and  creek,  and  of  the 
common  small  rodents,  will  be  studied. 

Pood  studies  in  connection  with  cooking  will  include:  Distribution 
of  sugar  in  plants — sugar  cane,  sorghum,  sugar  beets,  maple 
and  glucose,  with  some  reference  also  to  sugars  in  fruits. 
Chemical  changes  will  be  noted  in  making  the  idione  test  for 
starch  in  rice,  macaroni,  etc. ; and  in  testing  for  sugar  in  milk. 
Physical  experimentation  and  observation  will  include  thick- 
ening of  liquids  with  starch  and  gelatine;  noting  the  different 
densities  of  liquids  from  study  of  milk  and  cream  and  oil  in 
soups;  the  effect  of  temperature  upon  the  curd  of  milk;  the 
solubility  of  albumen  in  hot  and  cold  water;  evaporation  and 
condensation. 

Astronomical  studies  find  a strong  motive  in  this  year’s  work  in 
the  studies  of  Greek  history.  Some  of  the  more  important 
and  easily  discovered  constellations  will  be  located  and  named. 
For  the  work  in  geography  in  this  grade,  the  following  books 
are  especially  valuable: 

Little  Folks  in  Many  Lands,  Chance — Ginn  & Co. , Chicago. 
The  Wide  World,  Youth’s  Companion  Series — Ginn  & Co. 
Geographical  Readers,  King — Lee,  Shepard  & Co.,  Boston. 
Geographical  Readers,  Carpenter— American  Book  Co.,  Chi- 
cago. 

Strange  Lands  Near  Home,  Youth’s  Companion  Series — Ginn 
& Co. 

When  I Was  a Boy  in  China,  Yan  Phon  Lee— Lothrop  Pub. 
Co.,  Boston. 


67 


FOURTH  GRADE 

Chinese  Life  in  Town  and  Country,  Bord — Putnam’s,  New 
York. 

Japanese  Life  in  Town  and  Country,  Knox — Putnam’s,  New 
York. 

Hans  the  Eskimo,  Scandlin — Silver,  Burdett  & Co. , Chicago. 

The  Philippines,  MacClintock — American  Book  Co. 

Stories  of  Australia,  Pratt — Educational  Pub.  Co. , Chicago. 

Big  People  and  Little  People  of  Other  Lands,  Shaw — Amer. 
Bk.  Co. 

Under  Sunny  Skies,  Youth’s  Companion  Series — Ginn  & Co. 

The  Little  Journey  Series,  George — A.  Flanagan,  Chicago. 

Boy  Travelers  in  Australia,  Knox — Harpers,  New  York. 

The  Story  of  South  Africa,  G.  M.  Theal — Putnam’s,  New 
York. 

My  Kalulu — Central  Africa,  Stanley — Scribners,  New  York. 

The  Romance  of  a Mummy,  T.  Gautier — Lippincott  Pub.  Co. 

The  Story  of  Japan,  R.  van  Bergen — American  Book  Co. 

Child  Life  in  Chinese  Homes,  Mrs.  Bryson — American  Book 
Co. 

The  Stories  of  Other  Lands,  Johonnot — American  Book  Co. 

The  Story  of  Mexico,  S.  Hale — Putnam’s,  New  York. 

Around  and  About  South  America,  F.  Vincent — D.  Appleton 
& Co. , Chicago. 

MATHEMATICS 

In  the  fourth  grade,  a wide  generalization  of  the  number 
idea  is  possible  and  desirable.  The  year’s  effort  is  concentrated  on 
establishing  intelligently  and  remembering  thoroughly  all  num- 
ber facts  in  the  field  to  100.  New  number  facts  are  built  upon 
related  known  facts  as  bases.  Intensive  drill  work  is  very  prom- 
inent. Concrete  work  is  used  as  occasion  calls  for  in  other  sub- 
jects and  furnishes  motive  and  meaning  to  the  abstractions  de- 
veloped from  it.  The  general  scope  of  the  work  includes: 

The  mastery  of  all  number  facts,  multiplication  tables  and 
forty-five  combinations,  in  field  to  100. 

Counting  to  10,000  with  the  hundred  unit  as  the  means. 
This  means  reading,  writing  and  using  intelligently  the 
number  sounds  and  symbols  in  this  field.  Most  work, 
however,  is  in  field  below  1,000. 

General  meaning  and  use  of  a fraction  as  an  operator. 

Addition  and  subtraction  of  fractions  in  a rather  general  way, 


68 


FOURTH  GRADE 

the  fractions,  however,  being  confined  to  those  in  general 
use. 

Simple  cases  of  multiplication  and  partition  and  of  division 
of  fractions,  interpreted  in  terms  of  the  concrete  and  in- 
volving only  easy  conditions.  Partition  is  to  be  translated 
from  the  multiplication  side  and  in  the  multiplication  sym- 
bolism. 

As  a drill  on  multiplication,  division  and  partition  facts,  great 
emphasis  is  placed  on  factors  and  multiples,  leading  to 
ideas  of  highest  common  factor  and  least  common  multiple. 

Decimal  notation  for  tenths  and  hundreths  with  use  of  them 
as  occasion  indicates. 

For  drill  work,  the  games  of  the  Cincinnati  Game  Company 
and  other  games  will  be  used  frequently.  Used  after  need  for  accur- 
acy and  facility  have  been  shown,  these  games  may  be  of  high 
value.  Constant  use  of  fractional  values  will  be  made  in  the 
hand  work  of  this  year.  Such  pieces  as  the  Roman  house  will 
indicate  how  extensive  this  usage  may  be.  Questions  of  the 
economics  of  food,  shelter  and  clothing,  arising  in  geography, 
gardening  and  cooking  will  afford  opportunity  to  use  an  abund- 
ance of  live  materials  for  problems  involving  all  processes  ap- 
propriate to  the  needs  of  the  grade.  Computing  the  cost  of  a 
luncheon  suitable  for  an  occasion  at  current  prices  is  a problem 
of  excellent  content  value. 

MANUAL  ARTS 

Greek  and  Roman  history,  the  work  for  this  year,  together 
with  much  journey  geography,  will  furnish  motives  for  much  of 
the  hand  work  of  the  year.  An  especial  effort  will  be  made  to 
lead  the  children  into  a participating  experience  in  the  apprecia- 
tion of  the  beautiful  in  the  sculpture,  painting,  architecture  and 
painting  of  the  Greeks.  The  hand  work  will  support  the  history, 
literature  and  dramatization  in  an  effort  to  make  the  contributions 
of  Greek  culture  count  for  most.  All  fields  of  manual  art  will 
overlap.  In  all  pieces  of  shop  work,  the  mechanical  drawings  for 
projects  will  precede  work  in  the  shop  itself. 

Weaving,  Braiding,  Sewing:  Mats,  rugs,  baskets,  costumes  for 
dramatization,  towels,  aprons,  holders,  ball  covers,  pen  wip- 
ers and  bags  will  be  made,  using  raffia,  burlap  crash,  linen, 
cotton  and  leather. 


69 


FOURTH  GRADE 

Measuring,  Folding,  Cutting,  Fastening:  Using  cardboard,  pa- 
per and  wood,  useful  projects  will  include  cards,  paper 
knives,  booklets,  trays,  boxes  and  pinholders.  Illustrated 
projects  will  include  models  in  connection  with  history,  and 
geography  study,  as,  Roman  house,  and  furnishings,  trireme, 
colonial  house  with  furnishings,  etc. 

Drawing:  design  and  decoration  of  the  foregoing  projects;  mo- 
tives from  geography  and  nature  study;  studies  in  pose  and 
action.  Various  media. 

Modeling:  Greek  vase  forms,  tiles,  human  and  animal  forms 
and  relief  work,  illustrating  history  and  literature.  Relief 
maps.  Use  clay,  sand  and  flour  and  salt  composition. 

Picture  Study  and  Study  of  Other  Masterpieces  of  Hand  Work: 
Same  general  treatment  as  in  grade  III.  In  this  year,  how- 
ever, especial  attention  will  be  paid  to  Greek  art  and  archi- 
tecture. Prints  of  Greek  masterpieces  in  sculpture  and  in 
architecture  will  be  used  extensively.  Other  pictures  sug- 
gested are:  A Reading  from  Homer,  and  others  of  this 
type,  Alma  Tadema;  Aurora,  Guido  Beni;  The  Three  Fates, 
Angelo;  Dance  of  the  Nymphs,  Corot;  The  Fog  Warning, 
Homer. 

Cooking:  Fish — creamed  codfish;  starchy  foods — rice  and 
maccaroni;  further  uses  of  milk — varieties  of  cheese;  Soups 
— oyster  and  meat;  gelatine  in  orange  jelly;  Sandwiches — fig, 
lettuce,  nut,  etc.;  candies;  studies  of  the  foods  of  peoples 
studied  in  history;  points  of  contact  in  gardening  noted  as 
they  arise. 

Housekeeping:  Continued  as  in  the  third  grade. 

MUSIC 

Bote  Songs.  Art  songs  not  found  in  music  readers  to  be 
taught  for  song  interpretation  and  special  exercises. 

Syllable  Songs.  Used  to  introduce  chromatics  and  new 
rhythms. 

Bhythm  Drills  and  Seale  Drills  continued. 

Notation.  Representation  of  chromatics,  copying  and  writing 
from  memory.  Relative  values  of  notes  and  rests.  Definition  of 
time  signatures.  Location  of  Key  signatures  and  of  do.  Pitch 
names  to  be  taught. 

Tone  Testing.  Written  work  on  the  staff  in  various  keys. 
Original  Melody  and  song  construction. 


70 


FIFTH  GRADE 

Two  Voice  Work.  Continued  as  in  third  grade. 

Dynamics.  Explained  and  taught  as  they  occur  in  songs  and 
exercises. 

Sight  Beading.  Exercises  and  songs  found  in  Book  I.  of  the 
Modern  Music  Series,  Smith — Silver  Burdett  & Co.,  Chicago. 

Program  Music.  Programs  and  Concerts  to  be  given  in  con- 
nection with  third  grade. 

History  of  Music.  In  part  through  programs.  Musical  in- 
struments of  the  Greeks  and  Romans.  Music  of  the  Greek  and 
Roman  periods.  The  wandering  poets  and  musicians.  Music  in 
the  plays  and  in  the  lives  of  the  Greeks.  Close  correlations  with 
history  and  literature. 

PHYSICAL  TRAINING 

Conditions  of  the  children  of  this  grade  are  so  nearly  the 
same  as  of  those  of  the  third  grade  that  the  same  general  plan  of 
work  will  serve  for  both  grades.  When  the  grades  are  separated, 
work  can  be  adapted  to  the  older  children  as  occasion  demands. 
The  interest  in  the  Greek  people  may  lead  to  a desire  for  an 
“Olympiad’,  which  may  be  so  conducted  as  to  be  of  great  value. 

Hygeine:  Personal  appearance;  posture;  dress;  movements. 
Again  the  Greek  ideal  of  physical  perfection  may  be  so 
used  as  to  stimulate  much  attention  to  personal  appear- 
ance. 

GRADE  V. 

ENGLISH 

Careful  attention  is  given  to  expression  in  all  phases  of  the 
work.  Clearness  of  thought  and  expression  in  every  individual 
piece  of  work  is  worth  much  more  in  developing  excellence  in 
English  than  formal  studies  of  language  in  themselves.  Much 
to  read,  much  to  express,  and  all  well  expressed  are  aims  in  all 
the  grades. 

Literature  and  Reading.  Two  types  of  reading  will  be 
followed  in  this  and  succeeding  grades.  The  more  usual  plan  of 
reading  selections  for  class  discussion  and  drill  work  will  not 
occupy  more  than  one  half  the  reading  time.  Selections  are 
chosen  for  this  especially  appropriate  to  the  needs  which 
children  have  for  help  in  interpreting  and  expressing  some  of 
those  forms  of  literature  for  which  taste  and  appreciation  have 
to  be  consciously  cultivated  because  of  formal  difficulties. 


71 


FIFTH  GRADE 

The  other  plan  is  to  ask  each  child  to  buy  a book  from  a 
submitted  list  of  books  of  acknowledged  excellence,  suited  to  his 
age  and  interests,  instead  of  having  all  children  buy  the  same 
book.  Thus  in  a class  of  twenty,  twenty  different  books  are 
found.  As  books  are  finished,  children  exchange  so  that  each 
has  opportunity  to  read  as  many  as  twenty  if  time  permits.  The 
method  of  reading  provides  excellent  opportunity  for  attention 
to  needs  of  individual  pupils.  During  the  reading  period,  each 
child  has  his  own  book;  a pupil  is  asked  to  go  to  the  front  and 
tell  briefly  the  setting  and  situation  of  his  story  at  the  point 
where  he  wishes  to  read  aloud.  He  then  reads  for  a time  while 
others  listen  or  not  as  they  choose.  Through  a period,  several 
thus  report.  Occasional  discussions  arise.  As  needs  appear, 
the  teacher  takes  the  pupil  for  individual  instruction.  Points  of 
general  need  are  referred  to  the  whole  class.  In  this  work,  the 
child  has  an  interested  listener,  the  teacher,  and  his  difficulties 
receive  more  direct  attention  than  in  class  work;  pupils  at  their 
seats  may  also  listen  if  they  wish,  and  good  reading  receives  due 
recognition;  reading  for  the  pleasure  and  profit  of  others  as  well 
as  for  one’s  self  is  thus  cultivated  as  an  aim.  By  the  much  more 
varied  and  extended  reading  possible  by  this  method,  more  may 
be  done  in  cultivating  taste,  good  reading  habits  and  ability  in 
interpretation  and  expression  than  by  the  same  time  in  the  in- 
tensive, prolonged  formal  studies  of  the  small  thought  content  in 
the  few  selections  often  used. 

The  best  selections  from  current  magazines  and  children’s 
papers  will  sometimes  take  the  place  of  book  studies.  The 
teacher  will  do  her  share  of  oral  reading  to  the  class.  Imitation 
in  oral  reading  is  not  to  be  neglected.  Definite  time  divisions  in 
the  year  for  each  type  of  work  will  not  be  made.  Alterations 
will  occur  as  the  teacher’s  judgment  advises. 

The  Selections  for  more  intensive  class  study  suggested  are: 

Browning — Pied  Piper. 

Longfellow — Emperor’s  Bird  Nest. 

Morse — Visit  from  St.  Nicholas. 

Southey — Inchcape  Rock. 

Stevenson — Treasure  Island — Abridged. 

Thaxter — Sandpiper. 

Selections  from: 

“Grandfather’s  Chair” — Hawthorne.  “Heroes  of  Norse 


72 


FIFTH  GRADE 

land” — Boult.  “Odyssey” — Church’s  Translation.  “Wonder 

Book’  ’ — Hawthorn  e . 

List  of  books  for  individual  reading: 

Alcott,  Little  Women;  Little  Men;  Little,  Brown  and  Co. 

Burnett,  The  Little  Princess,  Scribners. 

Baldwin,  Story  of  Siegfried,  Scribners. 

Carryl,  Davy  and  the  Goblin,  Houghton. 

Dodge,  Hans  Brinker,  Scribners. 

Ewing,  Jackanapes,  Little. 

Hale,  L.  P.  Peterkin  Papers,  Houghton. 

Harris,  Uncle  Remus,  His  Songs  and  Sayings,  Appleton. 

Little  Mr.  Thimblefinger,  Houghton. 

Kipling,  Jungle  Book,  Vol.  I,  Century. 

Lang  Edition,  Arabian  Nights,  Longmans;  Red  Fairy 
Book,  Longmans. 

Muloch,  Little  Lame  Prince,  Burt. 

Peary,  Snow  Baby,  Stokes. 

Page,  Two  Little  Confederates,  Scribners.  • 

Rabelais,  translated  by  Dimitry,  Three  Good  Giants, 
Houghton. 

Spyri,  Heidi,  DeWolf,  Fiske  and  Co. 

Stockton,  Fanciful  Tales,  Scribners. 

Wiggin,  Bird’s  Christmas  Carol,  Houghton. 

Language.  The  language  work  is  related  as  closely  as  possi- 
ble to  the  other  studies  and  to  the  life  experiences  of  the  child. 
Some  opportunities  for  effective  writing  are  found  in  the  follow- 
ing: Reports  of  excursions,  experiments  and  gardening,  keeping  of 
a diary;  writing  of  original  stories;  narration  of  events  in  history 
from  the  standpoint  of  a participant  or  an  observer;  writing  of 
social  and  business  letters;  dramatization  of  events  in  literature 
and  history;  writing  of  poetry;  interpretation  of  selections  in 
literature;  and  interpretation  of  pictures. 

All  creative  work  is  to  be  read  aloud  to  other  members  of  the 
class  for  their  enjoyment  and  for  comparison  with  their  own 
work.  Special  emphasis  is  placed  upon  originality  and  effective- 
ness in  expression. 

Through  all  the  written  work  careful  attention  is  paid  to 
form  and  to  a review  of  technical  points  previously  studied. 
The  paragraph  receives  special  attention. 

Variety  of  expression  is  secured  by  drill  in  the  use  of 


73 


FIFTH  GRADE 

antonyms,  synonyms  and  comparison;  by  re-arrangement  of 
words;  by  the  addition  of  phrase  and  clause  in  the  enlargement 
of  the  sentence,  and  by  combination  of  short  sentences. 

In  response  to  the  development  of  the  child,  terms  are  given 
and  definitions  formulated. 

The  need  for  exactness  of  statement  will  lead  to  discrimi- 
nation in  the  use  of  such  words  as  may  and  can,  lie  and  lay, 
teach  and  learn,  love  and  like,  pretty  and  handsome,  lovely  and 
beautiful,  etc. 

The  use  of  the  dictionary  is  an  important  part  of  the  work  of 
this  grade. 

Beautiful  selections  of  poetry  and  prose  are  memorized. 

Many  helpful  suggestions  will  be  found  in  “Foundation 
Lessons  in  Language”,  Book  I,  by  Woodley,  Macmillan  & Co., 
Chicago. 

HISTORY 

In  this  grade  the  historical  material  is  drawn  from  the  later 
Roman  and  the  mediaeval  periods  so  as  to  connect  the  Ancient 
World  with  that  of  today.  At  the  same  time  it  must  not  be  for- 
gotten that  it  is  in  this  period  that  another  element  is  added  to 
civilization,  namely,  the  Germanic.  On  the  life  side  the  mediaeval 
has  much  that  is  new  and  fascinating.  It  has  also  heroic  men 
who  are  worth  knowing. 

Roman  and  Early  Mediaeval  History. 

I.  The  Decay  of  the  Republic  and  the  Formation  of  the  Empire. 

1.  The  Gracchi. 

a.  Conditions  of  the  poor  in  Rome.  b.  Efforts  to  remedy 
the  conditions,  c.  The  poor  laws.  d.  Attempts  to  check 
the  growth  of  slavery. 

2.  Marius,  Sulla  and  Pompey  and  the  conquest  of  Asia 
Minor. 

3.  Caesar 

a.  His  early  life.  b.  Conquest  of  Gual  and  Britain,  c. 
His  return  to  Rome.  d.  Defeat  and  death  of  Pompey.  f. 
Death  of  Caesar  and  funeral  oration  of  Anthony. 

4.  Augustus  and  the  establishment  of  an  empire. 

5.  Conditions  of  life  under  the  empire. 

a.  Home  life;  dress,  conveyances,  baths,  houses,  the  villa, 
education,  b.  Amusements:  the  triumph,  the  gladiatorial 
combat,  the  games  of  the  arena. 


74 


FIFTH  GRADE 

II.  The  Later  Empire. 

1.  The  great  emperors,  Trajan,  Hadrian  and  Constantine. 

2.  Spread  of  Roman  language  and  law. 

3.  Growth  of  Christianity. 

III.  The  Germans. 

1.  How  they  lived.  2.  Their  dislike  for  close  neighbors. 

3.  The  comitatus  of  the  war  leader.  4.  Introduction  of 
Christianity  among  them. 

5.  How  they  over  ran  the  Roman  Empire. 

a.  The  Goths,  b.  The  Vandals,  c.  The  Lombards. 

IV.  The  Northmen. 

1.  Hengist  and  Horsa  and  the  conquest  of  England. 

2.  St.  Augustine  and  the  conversion  of  the  English. 

V.  The  Franks. 

1.  Mohammed  and  the  growth  of  the  new  religion. 

2.  Charles  Martel  and  the  battle  of  Tours. 

3.  Charlemagne  ond  his  crowing  at  Rome. 

VI.  England. 

1.  King  Alfred  and  the  Danes.  2.  Canute.  3.  Ericson 
and  the  discovery  of  America. 

VII.  Mediaeval  Life. 

1.  The  manor  or  villa. 

2.  The  lord;  his  castle,  his  retainers,  and  his  amusements. 

3.  Relations  of  lord  and  vassal. 

4.  The  church:  the  monks,  their  work,  cathedrals,  rela- 

tions of  the  clergy  to  each  other. 

5.  The  village:  the  fields,  occupations  of  the  people,  care  of 

stock,  taxes,  education  of  the  children. 

6.  Chivalry. 

a.  The  knight:  his  education,  armor,  what  he  did,  re- 
gard for  women,  ideal  of  a true  knight,  b.  The 
tournament,  c.  Songs  of  chivalry. 

References;  See  list  for  latter  part  of  the  Fourth  Grade. 

A.  Books  appreciable  by  children. 

Hall,  Viking  Stories.  Rand,  McNally. 

Harding,  Story  of  the  Middle  Ages.  Scott,  Foresman  & Co. 
Guerber,  Stories  from  the  English.  American  Book  Co. 

Kemp,  History  for  District  and  Graded  Schools.  Ginn. 

Mabie,  Norse  Stories.  Dodd,  Mead  & Co. 


75 


FIFTH  GRADE 

B.  Books  for  teachers. 

Bury,  History  of  the  Roman  Empire.  American  Book  Co. 

Capes,  Age  of  the  Antonines.  Scribners. 

Duruy,  History  of  the  Middle  Ages.  Holt. 

Emerton,  Introduction  to  the  Middle  Ages.  Ginn. 

Lacroix,  Manners  and  Customs  of  the  Middle  Ages.  Appleton. 

Robinson,  History  of  Western  Europe.  Ginn. 

Seignobos,  The  Feudal  Regime.  Holt. 

See  also  the  biographies  of  particular  men. 

English  History. 

I.  The  Norman  Conquest. 

1.  Rollo  and  the  settlement  of  the  Normans  in  France.  2. 
Harold  and  his  oath  to  William.  3.  William  the  Con- 
queror: the  conquest,  Domesday  Book,  the  oath  at  Salis- 
bury. 4.  Henry  I. 

II.  The  Crusades. 

1.  The  custom  of  the  Christians  to  visit  the  Holy  Land.  2. 
Conquest  of  Jerusalem  by  the  Turks,  profanation  of  holy 
places,  treatment  of  Pilgrims.  3.  Pope  Urban  and  the 
preaching  of  the  first  crusade.  4.  Peter  the  Hermit, 
and  Walter  the  Penniless. 

5.  Richard  the  Lion-hearted. 

a.  His  character,  b.  His  method  of  getting  money, 
— Jews,  towns,  c.  His  work  in  the  Holy  Land, 
Saladin.  d.  His  quarrel  with  Philip  IV  of  France, 
e.  His  shipwreck  and  capture,  f.  His  ransom, 
g.  What  his  work  did  for  England. 

6.  The  Children’s  Crusade.  This  has  very  little  historical 
significance,  aside  from  showing  the  fanaticism  of  the 
time,  but  it  will  be  very  interesting  to  children  of  this 
grade. 

References.  See  preceding  list. 

A.  Books  appreciable  by  children. 

Blaisdell,  Stories  from  English  History.  Ginn. 

Brown,  Story  of  an  English  Grandfather.  Public  Schools  Pub- 
lishing Co. 

Church,  The  Crusaders.  Macmillan. 

Freeman,  Old  English  History.  Macmillan. 

Kemp,  History  for  District  and  Graded  Schools.  Ginn. 

Tappan,  England’s  Story.  Houghton. 


76 


FIFTH  GRADE 

B.  Books  for  teachers. 

Cox,  The  Crusades.  Longmans. 

Freeman,  Short  History  of  the  Norman  Conquest.  Oxford. 

Greene,  Short  History  of  the  English  People.  Harper. 

Gray,  The  Children’s  Crusade.  Houghton. 

Lacroix,  Manners  and  Customs  of  the  Middle,  Ages.  Appleton. 

Robinson,  History  of  Western  Europe,  Ginn. 

Good  historical  fictions: — Davis,  God  Wills  It.  A story  of  the 
first  crusade.  Scott,  Ivanhoe.  Scott,  The  Talisman,  a story 
of  the  third  crusade  in  which  Richard  of  England  is  the  hero. 

GEOGRAPHY  AND  NATURE  STUDY 

North  America,  Including  Dependencies  of  the  United  States. 
Having  gained  some  familiarity  with  the  world  as  a whole, 
this  year  will  be  devoted  to  a study  of  the  industrial  and 
commercial  life  of  the  United  States  and  its  dependencies, 
Canada,  Alaska,  Mexico,  Central  America,  and  the  West  In- 
dies. The  plan  is  that  of  a radially  outward  movement  from 
home.  Topics  are  selected  with  a view  of  emphasizing  those 
human  activities  which  have  so  much  to  do  with  American 
life.  It  should  not  be  the  aim  in  this  grade  to  study  these 
industries  in  a detailed  and  exhaustive  way  lest  the  study  be- 
come formal  and  meaningless. 

In  brief  the  treatment  shall  include  the  localization  and 
distribution  of  industries  and  resources,  the  geographical 
conditions  which  favor  or  hinder  their  operations,  the  uses 
and  value  of  the  product,  the  effect  upon  distribution  of 
population,  the  construction  of  commercial  routes,  the  de- 
mands of  complementary  productive  areas  together  with  the 
benefits  of  exchange  to  people  generally.  Many  concrete 
illustrations  should  be  given. 

This  work  should  include  considerable  information  relating 
to  topography  and  climate  and  call  for  simple  freehand 
sketches.  Important  commercial  lines  should  be  traced  and 
so  far  as  possible  the  inter-relations  with  needs  and  life 
should  be  emphasized. 

I.  Drainage. 

1 Atlantic  system: — Mississippi  River  studied  as  to  flood 
plains,  levees,  jetties,  delta,  and  navigation.  Merrimac 
River  studied  as  to  water  power. 


77 


FIFTH  GRADE 

2.  Pacific  system.  3.  Arctic  system. 

II.  Coast  line. 

Comparison  of  eastern  and  western  coasts  as  to  number  of 

harbors  and  nearness  to  foreign  ports.  Comparison  of  north- 
ern and  southern  Atlantic  harbors  as  to  character. 

a.  Northern  harbors,  deep  and  well  protected. 

b.  Southern  harbors,  shallow  and  poor. 

III.  Population. 

Distribution  due  to  climate,  topography  and  coast  line. 

IV.  Vegetation  and  animal  life. 

1.  Tundra  region.  2.  Forest  regions  of  northern  United 
States  and  southern  Canada.  3.  Forest  regions  of 
south-eastern  United  States. 

4.  Sub-tropical  forests  of  Central  America.  5.  Big  trees 
of  California.  Forest  reserves  of  United  States.  Pur- 
pose of. 

6.  Animals — musk  ox,  bear,  deer,  seal,  wolf,  coyote,  elk, 
moose,  buffalo,  mink,  beaver,  otter  and  fox.  Life  of 
trapper. 

V.  Occupations. 

1.  Lumbering — methods  of  lumbering  in  north  and  south 
compared — life  in  lumber  camp — differences  in  lumber — 
uses  of  lumber, — naval  stores, — maple  sugar. 

Centers  of  manufacture  and  export — Grand  Rapids, 
Chicago,  Minneapolis,  Pensacola,  San  Franciso,  Bath, 
Portland,  etc. 

2.  Agriculture. 

Regions  considered  as  to  slope,  soil  temperature  and 
rainfalls. 

a.  Wheat.  Conditions  favorable  to  its  growth.  Leading 
wheat  regions.  Milling  and  shipping  centers — Min- 
neapolis, Duluth,  Milwaukee,  Toledo,  Chicago,  Winnipeg 
and  Montreal — location  dependent  upon  proximity  to 
wheat  fields,  coal  or  water  power,  and  ease  of  transporta- 
tion. 

Routes  of  transportation. 

Sault  Ste.  Marie  and  Erie  Canals  as  factors  in 
water  transportation  of  wheat, — foreign  countries  de- 
pendent upon  United  States, — chief  railroad  routes, — 
ports  for  shipping  wheat  to  other  countries. 


78 


FIFTH  GRADE 

b.  Same  for  other  cereals — corn,  rye,  oats,  and  barley; 
study  of  related  industries  as  hog  raising. 
Manufacturing  of  distilled  products,  starch,  glucose,  etc. 

c.  Cotton. 

1.  Conditions  necessary  for  growth — location  of  cotton 
fields — life  of  Negro  in  connection — utilization  of  cot- 
ton seed — foreign  countries  dependent  upon  United 
States  for  cotton. 

2.  Centers  for  shipping  raw  cotton.  New  Orleans,  Sav- 
annah, Galveston  and  Charleston. 

3.  Centers  of  manufacture  and  export — reasons  for  in- 
dustry in  New  England — Fall  River,  Lowell,  Law- 
rence and  Manchester.  Growth  of  manufacturing  in- 
dustry in  the  south — Columbia,  Spartansburg  Char- 
lotte, Atlanta  and  Columbus. 

b.  Sugar-cane. 

1.  Conditions  necessary.  Louisiana,  Texas,  Hawaiian 
Islands  and  Philippine  Islands. 

2.  Sugar  shipping  ports — New  Orleans,  Honolulu  and 
Manila. 

3.  Sugar  refining  cities.  Brooklyn,  Boston,  Philadel- 
phia, and  San  Francisco. 

4.  Routes  of  transportation  from  region  producing  to 
region  refining — distribution  of  the  finished  product. 

e.  Sugar  beet. 

1.  Compare  conditions  necessary  for  growth  with  con- 
ditions for  the  growth  of  sugar  cane — important  re- 
gions. 

2.  Comparison  of  the  amount  of  sugar  produced  with 
the  amount  of  sugar  consumed  in  the  United  States 
leads  to  the  question  of  source  of  balance  of  sugar. 

f.  Same  plan  for  other  agricultural  products — rice,  or- 
chard and  tropical  fruits  together  with  canning  and 
preserving  the  same,  garden  vegetables  and  truck  farms 
tobacco,  olives,  vanilla,  coffee,  indigo,  rubber,  agave, 
cacao  and  spices. 

g.  Irrigation  and  its  relation  to  agriculture. 

3.  Grazing. 

a.  Great  Plains — ranch  life  in  connection — wool  shipped 


79 


FIFTH  GRADE 

east  for  manufacture — dairying  regions,  butter  and 
cheese  making. 

b.  Packing  house  centers.  Chicago,  Kansas  City,  St. 
Louis,  Omaha. 

c.  Transportation.  Cattle  from  the  plains  to  the  packing 
house — distribution  of  products  to  parts  of  United 
States  and  foreign  countries.  Hides  sent  to  New  Eng- 
land. 

d.  Centers  of  wool  and  leather  manufacture — Lowell,  Lynn, 
Haverhill,  Brocton  and  St.  Louis.  Source  of  balance 
of  leather  and  wool  needed  in  manufacture. 

4.  Mining. 

a.  Coal  and  ironr— important  regions — life  of  miners,  coke 
making,  relation  of  coal  and  iron  to  other  industries, 
character  of  manufactures  of  New  England  compared 
with  manufactures  of  regions  nearer  iron  and  coal. 

b.  Centers  of  manufacture  and  export.  Philadelphia, 
Birmingham,  Wheeling,  Chicago,  Springfield,  Mass., 
Detroit,  etc.  Study  a few  centers  as  types. 

c.  Transportation — ore  from  Lake  Superior  regions  to 
coal  regions — distribution  of  finished  products. 

d.  Other  minerals.  Copper,  zinc,  lead,  silver,  salt,  build- 
ing stones,  petroleum,  including  a study  of  pipe  lines, 
refineries,  and  Standard  Oil  Company; — clay  and  man- 
ufacture of  pottery  at  Trenton,  East  Liverpool  and 
Cincinnati; — sand  and  manufacture  of  plate  glass  at 
Pittsburg. 

5.  Fishing. 

a.  Cod,  herring  and  mackerel  on  New  Foundland  Banks — 
Salmon  in  Columbia  and  Yukon  rivers — shad  in  Hudson 
and  Delaware  rivers,  lobsters  off  New  England  coast, 
oysters  in  Chesapeake  Bay,  sponges  off  the  coast  of 
Florida,  whale  fishing  in  Arctic  waters,  seal  fishing  on 
Pribilof  Islands. 

b.  Centers  of  fish  trade — Gloucester,  Baltimore,  St.  Johns, 
Seattle,  and  Victoria. 

6.  Manufacturing  and  commerce — summarized  by  study  of 
commercial  centers  as  determined  by  proximity  to  raw 
materials,  cheap  power  including  the  influence  of  the  fall 


80 


FIFTH  GRADE 

line,  facilities  for  transportation,  and  relation  to  foreign 
ports;  influence  of  the  Panama  Canal, 
a.  Commercial  centers. 

New  York  City,  Chicago,  Philadelphia,  Boston,  St. 
Louis,  New  Orleans,  San  Francisco,  Havana,  Vera 
Cruz,  Honolulu,  Manila,  Sitka,  and  Seattle. 

VI.  United  States  and  dependencies. 

Government,  diplomatic  and  commercial  relations  with  other 
countries,  immigration,  postal  service  and  life  saving 
service,  Annapolis,  West  Point. 

VII.  Other  countries  of  North  America. 

Summarized  by  study  of  government  and  life  of  people — pro- 
ducts and  occupations  as  determined  by  topography  and  cli- 
mate— exports  and  imports — routes  of  transportation — com- 
mercial centers. 

VIII.  Scenic  Centers. 

White  Mountains;  Adirondack  Mountains,  Niagara  Falls, 
Thousand  Islands,  Mammoth  Cave,  Pike’s  Peak,  Grand  Can- 
yon, Yosemite  Valley,  and  Yellowstone  Park. 

References  for  North  America. 

Stanford,  Compendium  of  North  America,  Vols.  I and  II. 
Stanford,  London. 

Stanford,  Compendium  of  Central  and  South  America  Vol.  II 
for  Mexico,  West  Indies  and  Republics  of  Central  Amer- 
ica. Stanford,  London. 

Lyde,  North  America,  A and  C.  Black,  London. 

Lyde,  Man  and  his  Markets.  Macmillan. 

Mill,  International  Geography,  Appleton. 

Chisholm,  Handbook  of  Commercial  Geography.  Longmans. 
Herbartson,  North  America.  A.  and  C.  Black,  London. 

Tarr  and  McMurry,  Complete  Geography,  Macmillan. 

Dodge,  Advanced  Geography,  Rand,  McNally. 

Carpenter,  North  America.  American  Book  Co. 

Rocheleau,  Commercial  Geography.  Educational  Publishing 
Company. 

World  Almanac,  New  York  World,  New  York. 

Longmans,  New  School  Atlas,  Longmans. 

McMurry,  Type  Studies  in  Geography. 


THE  PLATONIAN  SOCIETY, 


81 


FIFTH  GRADE 


NATURE  STUDY 

Meteorology. 

Observation  and  record  of  slant  of  sun’s  rays.  Reason  for 
the  change  of  slant.  Relation  of  slant  to  temperature. 
Length  of  day. 

Physics  and  Chemistry. 

Study  of  ferments,  applied  to  bread  making  and  making  of 
vinegar. 

Sterilization  in  canning  and  preserving.  Sugar  as  a ger- 
micide. 

Effect  of  heat  on  starch.  The  boiling  point. 

Making  of  coke.  Making  of  blue  print  herbarium  to  record 
succession  of  wild  flowers. 

Distribution  of  sugar  in  plants — sugar-cane,  beet  and  maple. 

Water  power  in  manufacturing. 

Study  lever,  pulley  and  inclined  plane  as  illustrated  in  agri- 
cultural machinery. 

Elementary  Forestry. 

Study  of  community  life  of  trees  developing  elementary  prin- 
ciples of  forestry — hard  and  soft  woods — study  of  different 
woods  as  to  their  uses  and  relative  strength. 

Plant  Life. 

Study  of  mosses  and  lichens  in  relation  tundra  regions,  Ex- 
perimental work  as  to  effect  of  heat,  light,  soil  and  air  upon 
germination  of  seeds  and  growth  of  plants. 

Weeds  in  relation  to  the  school  garden-seed  dissemination. 
Blossoms  studied  in  relation  to  plant  and  to  man. 

Animal  Life. 

Birds  recognized  by  plumage  and  song.  Economic  value  and 
structural  adaptation  of  birds. 

Insects  and  animals  helpful  to  the  garden — Lady-bug,  earth- 
worm, toad,  etc. 

Insects  and  animals  harmful  to  the  garden — cut  worm,  slug, 
aphis,  cucumber  beetle,  cabbage  worm,  corn  worm,  potato 
beetle,  etc. 

Insects  of  the  house — fly,  moth,  mosquito,  ant  and  roach. 

Community  life  of  bees  and  ants.  Aquarium  life  studied 
incidentally. 


82 


FIFTH  GRADE 

Astronomy. 

Phases  of  the  moon.  Evening  and  morning  stars.  Constel- 
lations. 

MATHEMATICS 

The  spirit  of  the  work  is  much  the  same  as  for  grade  four  ex- 
cept that  larger  emphasis  is  put  on  the  application  of  the  estab- 
lished number  facts  than  on  the  drill  work.  The  great  purpose 
is  to  enlarge  by  actual  use  the  child’s  appreciation  of,  and  his 
power  to  use,  number  with  its  symbolism  and  processes  as  a 
means  of  solving  the  quantinative  problems  of  his  own  experience. 
These  problems  are  drawn  from  the  child’s  weighing,  measuring, 
gardening,  drawing,  and  making  activitives  and  the  expenditures 
for  the  needs  in  his  daily  life.  Abstract  numbers  are  used  con- 
stantly, but  just  as  constantly  are  they  interpreted  in  terms  that 
are  concrete.  It  is  intended  that  understanding  shall  be  back  of 
all  manipulation.  The  scope  of  the  work  for  this  year  includes: 

Mastery  of  such  number  facts  in  the  field  beyond  100  as  are 
of  especial  use. 

Mastery  of  “tables”  of  12i,  and  an  association  by  rectangles 
and  other  concrete  representations  with  relations  of  one- 
eighth,  one-fourth,  one-  half,  three-eighths,  etc. 

Counting  to  100,000  with  the  new  units  as  the  means.  Most 
work,  however,  in  field  below  10,000. 

Multiplication  and  division,  partition,  by  small  numbers. 
Commutative  law,  reference  to  the  interchange  of  multipli- 
cand and  multiplier,  constantly  emphasized  giving  a basis 
for  unity  of  partition  and  division  procedure.  Partition  as- 
sociated with  both  multiplication  and  division  symbolism. 

Addition  and  substraction  of  commonest  fractions  as  occasion 
arises.  Always  teach  meanings  of  processes  through  con- 
crete illustrations. 

Multiplication  of  commonest  fractions,  showing  meaning  con- 
concretely. 

Simple  problems  in  partition  and  division  of  fractions,  very 
largely  in  terms  of  things,  with  meanings  clearly  illus- 
trated. The  equation  may  be  introduced  by  considering 
portion  in  multiplication  form. 

Decimal  notation  as  usage  calls  for. 

Always  emphasis  on  common  measures , or,  abstractly,  common 


83 


FIFTH  GRADE 

factors,  leading  to  ideas  of  highest  common  factor  and 
least  common  multiple. 

Following  are  a few  typical  sources  of  material  for  problems 
which  are  real,  alive,  and  typical  of  every-day  problems  of  our 
environment: 

Newspapers — profit  in  selling. 

School  garden — cost  of  seed,  value  of  product,  profit. 

Children’s  problems  of  earning,  purchasing  and  saving. 

Games — ring  toss,  dominoes,  bean  bag,  lotto,  games  of  the 
Cincinnati  Game  Co.,  Cincinnati,  Ohio. 

Drawing  made  to  scale  with  the  problems  involved.  Use  of 
scale  in  reading  maps. 

Simple  economic  problems  in  connection  with  the  child’s 
life — cost  of  food,  clothing,  incidentals  for  children  for  one 
year  using  sample  conditions  that  are  high,  low  and  aver- 
age. Cost  of  flour,  meat  and  coal  for  a family  for  one  year, 
using  high,  low  and  average. 

Simple  industrial  problems  drawn  from  geography. 

Transportation — comparison  of  rates  by  rail  and  water. 

Bills  and  accounts  brought  in  by  children  from  the  current 
business  life  of  home  and  the  community. 

The  following  text  will  be  found  suggestive  of  the  method  of 
work  employed,  remembering,  however,  that  problems  must  be 
adapted  to  local  conditions. 

Young  and  Jackson’s  Arithmetics — Appleton  & Co.,  Chicago. 

Smith’s  Arithmetics, — Ginn  & Co. , Chicago. 

Rational  Arithmetics,  Myers  and  Brooks — Scott,  Foresman — 
Chicago. 

Elementary  Agriculture  with  Problems  in  Arithmetic,  Hatch 
and  Hazelwood — Row,  Peterson  & Co. , Chicago. 

MANUAL  ARTS 

As  in  preceding  grades,  the  work  in  manual  arts  is  the  out- 
growth of  needs  for  expression.  Its  content,  therefore,  in  made 
up  very  largely  of  problems  arising  in  other  subjects  of  study 
and  in  the  seasonal  demands  of  the  year. 

Weaving,  Sewing,  Winding:  Use  raffia,  rattan,  splints  and  card 

board  for  making  baskets,  boxes,  and  useful  articles  for  the 

home. 


84 


FIFTH  GRADE 

Measuring,  Folding,  Cutting,  Fastening:  Use  cardboard  and  pa- 
per for  making  illustrative  and  useful  projects,  as,  models  in 
connection  with  study  of  history  and  literature,  boxes,  lan- 
terns, portfolios  and  book  repairs. 

Sewing:  Aprons,  holders,  towels,  bags,  penwipers,  costumes  and 
furnishings  for  a doll  house,  using  appropriate  materials. 

Woodworking:  Useful  and  illustrative  projects,  as,  letter  files, 
plant  stand,  broom  holder,  windmill,  water  wheel,  doll  house 
with  furnishing,  etc.  Tools  for  Clay  work 

Drawing:  Grows  out  of  child’s  interests  and  experiences.  His- 
tory and  literature  furnish  the  stimulus  for  pictorial  repre- 
sentation while  the  crafts  furnish  the  basis  and  initiative  for 
design.  Seasonal  coloring  in  landscapes-;  study  of  simple 
animal  and  plant  forms  to  be  used  as  basis  for  design;  special 
study  of  the  human  figure  in  action;  study  of  line  and  space 
relations  it  design  for  rectangular  shapes.  Illustration  of 
stories:  Pied  Piper;  Paul  Revere’s  Ride;  The  Golden  Touch. 
Special  study  of  costumes  of  mediaeval  times  in  response  to 
needs  in  history.  Study  of  architecture  and  historic  orna- 
ment: Mohammedan  and  the  Alhambra;  Romanesque  and  the 
Apostles’  Church,  Cologne. 

Modeling:  Vase  forms,  tiles,  representation  of  plant  and  animal 
forms  in  low  relief.  Statuettes  illustrative  of  work  in  his- 
tory and  literature. 

Picture  Study  and  Study  of  Other  Masterpieces  of  Hand  Work. 
Type  masterpieces  of  all  forms  of  hand  work  studied  in  con- 
nection with  efforts  of  the  children,  as  indicated  in  earlier 
grades.  Reproductions  from  the  masters  in  painting  are 
studied  in  these  upper  grades:  From  the  suggested  story 
side;  for  composition  and  symbolism;  for  characteristics  mak- 
ing it  a masterpiece;  with  a brief  life  of  the  artist.  Among 
the  pictures  used  in  this  grade  are  the  following:  Spring, 
Daubigny;  Return  to  the  Farm,  Troy  on ; Oxen  Ploughing, 
Duprey , and  Bonheur ; The  Last  Supper,  da  Vinci\  Avenue  of 
Trees,  Hobbema;  The  Mill,  Ruysdael;  A Kabyl,  Schreyer; 
Angels,  Fra  Angelico. 

Cooking:  Canning  and  preserving  of  fruits;  making  pickles;  mak- 
ing of  cane,  beet,  and  maple  sugars;  Making  of  vinegar  and 
the  study  of  fermentation;  starch — cooking  of  cereals;  wheat 


85 


FIFTH  GRADE 

flour  made  into  yeast  bread;  washing  of  the  flour  in  water  to 
determine  the  presence  of  gluten;  making  of  candy.  House- 
keeping in  connection  with  the  serving  of  luncheons  and  the 
care  of  dishes,  utensils  and  table  linen.  Attention  to  the 
daily  luncheons  of  children;  cultivating  desirable  behavior  in 
the  luncheon;  noting  proper  bills  of  fare. 

MUSIC 

Rote  Songs.  Art  songs  continued  as  in  fourth  grade. 

Syllable  Songs.  To  be  used  to  introduce  new  chromatics  and 
rhythms. 

Rhythm  Drills  and  Scale  Drills  as  needed. 

Notation.  Writing  scales  of  C,  G,  D,  A,  E,  F,  B flat,  E flat 
and  A flat. 

Tone  Testing.  Oral  and  written. 

Dynamics  occurring  in  songs  and  exercises  explained  and 
taught. 

Original  melody  and  song  construction:  Study  of  simple  song 
forms  and  of  folk  songs. 

Sight  Reading.  Songs  and  exercises  found  in  Book  II,  Mod- 
ern Music  Series,  Smith — Silver,  Burdett  & Co.,  Chicago.  Book 
II,  Educational  Music  Course,  Ginn  & Co.,  Chicago;  and  School 
Songs  by  Grades — Scott,  Foresman  & Co. , Chicago,  will  be  used 
for  supplementary  material. 

Program  Music.  Programs  and  concerts  to  be  given  from  the 
material  used  in  regular  class  work. 

History  of  Music.  In  part  through  program  music.  Folk 
songs  of  peoples  studied  in  history.  Studies  of  Mozart,  Abt  and 
Reinecke.  Study  of  the  chant.  Beginnings  of  Harmony.  Stories 
of  the  first  operas.  Minstrels — Minnesingers,  Troubadors,  and 
others  suggested  by  studies  in  history  and  literature.  The  de- 
velopment of  musical  instruments. 

Orchestral  practice  for  those  playing  instruments. 

PHYSICAL  TRAINING 

In  the  fifth  and  sixth  grade  period,  boys  tend  to  develop  a 
little  more  slowly  than  girls.  This  is  a time  when  there  is  de- 
veloping the  possibility  for  close  coordination  between  muscular 
and  mental  action.  The  aim  of  the  work  is  to  develop  consistent- 
ly that  interest,  now  prominent,  in  organization  and  cooperation 
in  work  requiring  speed,  skill  and  strength. 


86 


SIXTH  GRADE 

General  Exercises:  Simple  military  tactics.  Breathing  and 
relaxing  work.  Step  positions  in  many  combinations  for 
poise  and  ease.  Use  of  clubs,  bells,  wands  and  balls.  Pole 
climbing.  Simple  horse  exercises. 

Games:  Those  used  in  third  and  fourth  grades;  Three  Deep; 
Jumping  Relay;  Follow  Ball;  Ball  games  requiring  team 
work,  as,  basket  ball;  Fox  and  Hounds. 

For  further  material  on  Gymnastics  and  for  games,  see  the 
list  of  sources  in  the  Appendix  at  the  end  of  this  catalog. 

Hygiene:  Care  of  skin;  ventilation;  respiration;  bathing; 
care  of  person  after  games  and  when  heated  or  fatigued. 

GRADE  VI. 

ENGLISH 

Literature  and  Reading.  The  same  general  remarks  about 
English,  and  the  work  in  literature  and  reading  in  particular, 
made  at  the  beginning  of  the  fifth  grade  English,  apply  also  in 
this  grade. 

Selections  suggested  for  class  study. 

Coleridge — Rime  of  the  Ancient  Mariner. 

Hale — Man  Without  a Country. 

Hemans — Landing  of  the  Pilgrims. 

Holmes — One  Hoss  Shay. 

Krout — Little  Brown  Hands. 

Lowel] — Sir  Launfal;  Story  of  Parsifal;  The  Dandelion. 
Longfellow — Birds  of  Killingworth. 

Macauley — Horatius  at  the  Bridge. 

Poe — Gold  Bug;  Descent  into  the  Maelstrom. 

Ruskin — King  of  the  Golden  River, 
de  la  Ramee — Nurnberg  Stove. 

Tennyson — Coming  of  Arthur;  Passing  of  Arthur;  Lady 
Clare;  The  Lady  of  Shalott. 

Whittier — The  Barefoot  Boy. 

Scott. — Ivanhoe. 

Selections  from:  “Birds  and  Bees” — Burroughs;  “Vicar  of 
Wakefield”  Goldsmith;  “Pickwick  Papers” — Dickens;  “In- 
nocents Abroad”  Clemens;  “Sketch  Book”  Irving;  “Iliad” 
Lang’s  translation;  “Dog  of  Flanders” — de  la  Ramee. 
Famous  Rides  in  Poetry: 

Paul  Revere’s  Ride — Longfellow;  “John  Gilpin’s  Ride” — 


87 


SIXTH  GRADE 

Cowper;  Sheridan’s  Ride — Read,  “How  They  Brought  the 

Good  News  from  Ghent”,  Browning. 

List  of  books  for  individual  reading: 

Blanchard,  A.  E.  Girl  of  ‘76,  Wilde. 

Boyesen,  Boyhood  in  Norway,  Scribners 

Bostock,  Training  Wild  Animals,  Century. 

Baldwin,  Four  Great  Americans.  American  Book  Co. 

Cervantes,  Don  Quixote,  retold  by  Parry,  Lane,  N.  Y. 

Clemens,  Tom  Sawyer,  Harper;  Prince  and  Pauper,  Harper. 

Clark,  Boy  Life  in  the  United  States  Navy,  Lothrop,  Lee 
and  Shepard. 

Custer,  The  Boy  General,  Scribners. 

Dickens,  Little  Nell,  American  Book  Co. 

Forbush,  Boy’s  Life  of  Christ,  Funk  & Wagnalls. 

Garland,  The  Long  Trail,  Harper. 

Cotton,  Elizabeth  or  Exiles  of  Siberia,  Hurst. 

Henty,  Wulf,  the  Saxon,  Scribners. 

Jameson,  Toinette’s  Phillip,  Century. 

Perry  and  Beebe,  Four  Great  Pioneers,  American  Book  Co. 

Seton-Thompson,  Wild  Animals  I have  Known,  Scribners. 

Smith,  Mary  Wells,  Young  Painters  of  Old  Hadley,  Little. 

Verne,  Around  the  World  in  Eighty  Days,  Lee. 

Wiggin,  Rebecca  of  Sunny  brook  Farm,  Houghton. 

Warner,  Being  a Boy,  Houghton. 

Language.  All  technical  points  previously  taught  are  re- 
viewed thoroughly  through  constant  application. 

The  material  used  is  the  same  as  for  the  fifth  grade. 

Drill  in  variety  of  expression  and  exactness  of  statement  is 
continued  from  the  preceding  grade.  The  efforts  of  the  child  at 
correct  expression  are  constantly  kept  in  mind  and,  as  in  the 
fifth  grade,  terms  are  given  and  definitions  formulated  as  the 
needs  arise.  Pupils  are  taught  the  use  of  metaphor,  simile, 
antithesis  and  personification. 

Short  quotations  are  studied  as  to  the  portrayal  of  sound, 
color,  motion,  odor,  taste  and  distance.  Other  passages  are  stud- 
ied as  to  wit,  humor,  pathos,  strength,  or  simplicity. 

The  use  of  the  dictionary  is  continued.  The  leading  vowel 
and  consonant  sounds  are  learned  and  some  attention  is  given  to 
prefixes  and  suffixes. 


88 


SIXTH  GRADE 

Helpful  suggestions  maybe  found  in  “Foundation  Lessons 
in  English”,  Book  II.,  by  Woodley. 

HISTORY 

In  the  Sixth  Grade  the  thread  of  Europen  history  should  be 
followed  through  England  as  being  the  country  most  nearly  con- 
nected with  American  life;  should  follow  the  commercial  expan- 
sion to  America,  and  through  the  explorers  of  France,  England 
and  Spain  take  up  American  history  as  a phase  of  European  his- 
tory of  which  it  formed  a part. 

I.  The  Feudal  System  and  its  defects. 

1.  The  method  of  holding  land.  2.  The  Organization  of  a 
feudal  army. 

3.  Taxation  and  the  incidence  of  knight’s  service. 

a.  Aids.  b.  Hardships,  c.  Marriage,  d.  Escheats. 

e.  Scutage. 

4.  Opportunity  of  abuse.  How  King  John  abused  his  feudal 
privileges.  5.  The  revolt  of  the  Barons  and  the  grant- 
ing of  the  Great  Charter. 

II.  Parliament, — Simon  de  Montfort. 

III.  The  Hundred  Years’ War. 

1.  The  Black  Prince.  2.  Agincourt.  3.  Joan  of  Arc.  4. 
The  long  bow.  5.  Rise  of  the  individual  soldier.  6. 
Use  of  gun  powder. 

IV.  The  New  World. 

1.  Columbus,  his  earlier  experiences,  his  efforts  to  secure 
aid,  his  voyages. 

2.  Cortez,  Pizarro  and  the  conquest  of  Mexico  and  Peru. 

3.  De  Soto.  4.  The  Cabots  and  what  they  did. 

V.  The  Reformation  and  its  results. 

1.  The  taxation  of  Germany  by  the  Curia,  including  the  sale 
of  indulgences.  2.  Luther  and  the  way  he  developed  a 
following.  3.  Henry  VIII.  and  the  Reformation  in  Eng- 
land. 4.  Elizabeth  and  the  danger  from  Spain. 

5.  Drake,  Hawkins  and  Raleigh  and  their  adventures. 

VI.  Settlement  of  the  New  World. 

1.  The  English  at  Jamestown  and  Plymouth.  2.  The  Dutch 
at  New  York. 

3.  The  French. 

a.  Cartier,  b.  Champlain,  c.  Joliet  and  Marquette. 


89 


SIXTH  GRADE 

d.  La  Salle  and  Tonti. 

VII.  History  of  Illinois. 

1.  Founding  of  Cahokia  and  Kaskaskia.  2.  Fort  Chartres 
and  the  Introduction  of  slavery.  3.  Capture  by  the 
English  and  Pontiac’s  conspiracy.  4.  George  R.  Clark. 
5.  Continue  with  Mather’s  text,  selecting  what  seems  appli- 
cable and  drawing  in  all  the  interesting  detail  possible. 
Omit  merely  constitutional  changes. 

References. 

A. 

Church,  Stories  from  English  History.  Macmillan. 

Blaisdell,  Stories  from  English  History.  Ginn. 

Parkman’s  Histories.  Little. 

Guerber,  Stories  from  the  English. 

Catherwood,  Heroes  of  the  Middle  West.  Ginn. 

Mather,  Making  of  Illinois.  Flanagan. 

McMurry,  Pioneer  History  Stories.  Public  Schools  Publishing  Co. 
Fiske,  Discovery  of  America.  Houghton. 

Moses,  Illinois,  Historical  and  Statistical.  Fergus  Printing  Co. 
Greene,  Short  History  of  the  English  People.  Harper. 

Cheney,  Short  History  of  England. 

Robinson,  History  of  Western  Europe.  Ginn. 

Robinson,  Reading  I.  Ginn. 

Adams,  Mediaeval  Civilization.  American  Book  Co. 

Fisher,  History  of  the  Reformation.  Scribners. 

Henderson,  Short  History  of  Germany.  Macmillan. 

GEOGRAPHY  AND  NATURE  STUDY 

South  America. 

Geographical  principles  should  be  emphasized  during  this 
year.  South  America  is  one  of  the  easiest  continents  to  teach  and 
can  be  used  to  illustrate  the  laws  governing  winds,  temperature, 
and  rainfall.  The  continent  should  be  considered  as  a unit  and 
as  many  principles  taught  as  the  maturity  of  the  pupils  will 
warrant.  These  principles  should  later  be  applied  to  study  of 
other  continents.  The  great  wind  systems  of  the  world  should  be 
studied  with  especial  reference  to  the  climate  of  South  America. 

Modeling  and  map  drawing  should  receive  much  attention  in 
this  grade.  Location  should  be  taught  incidentally  and  extent  by 
comparison.  The  industries,  commerce  and  resources  should 


90 


SIXTH  GRADE 

receive  much  attention  and  the  continent  should  be  taught  accord- 
ing to  the  physiographic  rather  than  the  political  divisions. 

Outline  for  South  America. 

Position  and  size.  Latitude  and  Longitude  emphasized. 

Surface.  North  America  used  as  a basis  of  comparison. 

Coast  line. 

Climate. 

1.  Winds  and  belts  of  calms,  relation  to  the  great  wind  sys- 
tem of  the  world,  migration  of  the  belt  of  calms  and  its 
effect. 

2.  Rainfall,  effect  of  mountains  upon  rainfall,  regions  having 
two  rainy  and  two  dry  seasons,  Atacama  desert  and  its 
cause. 

Drainage. 

Rivers  of  Atlantic  coast  compared  with  rivers  of  Paciffc  coast. 

Amazon  Valley  or  Selvas  region. 

1.  Size  of  river,  navigability,  tributaries,  detritus,  Missis- 
sippi river  as  basis  of  comparison. 

2.  Vegetation,  tropical  plants  and  their  products,  rubber, 
vanilla  beans,  cabinet  woods,  dye  woods,  etc. 

3.  Animal  life — Adaptation  to  environment. 

4.  Occupations,  methods  by  which  natives  obtain  products, 
relation  to  human  life. 

5.  Para,  chief  port  for  region,  distribution  of  products, 
commercial  routes. 

Parana  Valley  or  pampas  region. 

1.  Importance  of  river  in  productive  temperate  regions,  re- 
lation of  climate  to  human  life. 

2.  Vegetation,  pampas  grass  and  agricultural  products. 

3.  Animal  life,  cattle  and  sheep,  comparison  with  stock 
raising  in  the  United  States. 

4.  Buenos  Ayres,  chief  port  for  region,  distribution  of  pro- 
ducts, routes. 

5.  Importance  of  Argentine  Republic  and  its  commercial  re- 
lations with  the  United  States. 

Orinoco  Valley  or  Llanos  region. 

Products  and  occupations. 

Guiana  Highland. 

Products  and  occupations,  absence  of  large  towns  in  the  high- 
lands noted. 


91 


SIXTH  GRADE 

Brazilian  Highland. 

1.  Surface  features,  influence  of  highland  upon  rivers. 

2.  Products,  coffee,  rubber,  cotton,  hides,  gold,  diamonds 
and  tobacco. 

3.  Rio  Janeiro,  chief  port  for  region,  location  accounted  for, 
commercial  routes  and  distribution  of  products. 

4.  Brazil’s  place  in  the  commerce  of  South  America,  relative 
value  of  exports  to  and  imports  from  the  United  States, 
reason. 

Andes  Region. 

1.  Mineral  products,  gold,  silver,  coal,  tin,  copper,  nitrate 
of  soda. 

2.  Vegetable  products,  cacao,  rubber,  cinchona,  cereals, 
and  tobacco. 

3.  Animals,  llama,  alpaca,  condor,  cattle  and  sheep. 

4.  Valparaiso,  Santiago  and  Lima  the  chief  cities,  importance 
accounted  for. 

References  for  Geography  of  South  America. 

Stanford,  Compendium  of  Central  and  South  America,  Vol. 

I.  Stanford,  London. 

Longman,  Gazetteer,  Longmans. 

Mill,  International  Geography,  Appleton. 

World  Almanac,  New  York  World,  N.  Y. 

Carpenter,  South  America.  American  Book  Co. 

World  and  its  People,  Book  X.  Silver,  Burdette  and  Co. 
Chisholm,  Handbook  of  Commercial  Geography.  Longmans. 
Europe. 

Europe  should  be  thoroly  studied  on  account  of  its  historical 
and  commercial  importance.  The  grand  division  should  be  stud- 
ied first  as  a whole  noting  carefully  its  contour,  relief,  drainage, 
and  climate.  The  study  should  proceed  regionally  as  far  as  pos- 
sible and  comparisons  should  be  made  with  North  and  South 
America.  Use  principles  developed  in  South  America. 

I.  Position. 

II.  Size. 

III.  Importance. 

1.  Home  of  powerful  nations.  2.  Original  home  of  the 
people  of  the  United  States.  3.  Source  of  our  foreign 
population. 

IV.  Surface. 


92 


SIXTH  GRADE 

V.  Climate. 

1.  Comparison  with  climate  of  North  America.  2.  Winds. 
3.  Influence  of  the  Gulf  Stream.  4.  Rainfall.  Influ- 
ence of  mountains. 

VI.  Drainage.  Rivers  compared  with  the  rivers  of  North 
America  and  South  America 

VII.  Coast  Line.  Advantages  of  irregular  coast  line. 

VIII.  Vegetation  and  animals. 

1.  Tundra  region  and  life  of  Lapps,  reindeer  and  furbearing 
animals. 

2.  Forest  region  of  Northern  Europe,  northern  limit  of  for- 
ests compared  with  limit  of  trees  in  North  America,  com- 
parisons with  the  forests  of  United  States,  animals  found 
in  forest, — wolf,  bear,  deer,  fox,  etc.  Care  of  forests  in 
Germany  and  France  contrasted  with  methods  in  the 
United  States. 

3.  Forest  region  of  Southern  Europe,—  character  of  trees, 
comparison  with  trees  of  northern  Africa, — animal  life, 
chamois,  goats,  etc. 

IX.  Occupations. 

1.  Lumbering,  kinds  of  trees  and  uses,  comparison  with 
lumbering  in  the  United  States.  Centers, — St.  Peters- 
burg, Riga,  Christiana,  Archangel,  etc.  Routes  of  trans- 
portation, 

2.  Agriculture, — suitable  regions  in  regard  to  slope,  soil, 
temperature,  and  rainfall, — northern  lowland,  southern 
Europe,  valleys  of  the  Danube,  Po,  Rhone,  etc. — climate 
differences  will  result  in  varying  products. 

a.  Wheat. 

Conditions  for  growing  wheat  in  the  United  States. 
Probable  location  of  wheat  fields  in  Europe.  Black  earth 
region  of  Russia  Austria-Hungary,  France,  Germany, 
England,  etc. , — comparisons  of  amount  of  wheat  produced 
by  United  States,  eastern  Europe  and  Western  Europe. 
Comparisons  of  population  and  general  conclusion  that 
wheat  must  be  sold  by  United  States  and  eastern  Europe 
to  Western  Europe. 

Wheat  markets, — location  near  wheat  fields  and  where 
shipping  is  easy, — Odessa,  Danzing,  St.  Petersburg  and 
Budapest, — routes  of  transportation,  bringing  in  rivers, 


93 


SIXTH  GRADE 

canals,  seas  and  railroads — advantages  of  northern  and 
southern  ports  compared. 

b.  Rye. 

Life  of  peasants  of  Russia,  France  and  Germany  in  con- 
nection. 

c.  Flax. 

Conditions  of  growth,  production  of  Europe  compared  with 
that  of  the  United  States,  Ireland,  Belgium,  Netherlands, 
France,  Germany,  Austria,  Russia,  etc. 

Manufacturing  centers — Belfast,  Ghent,  Riga,  Lille,  St. 
Petersburg  etc.  Location  accounted  for  in  regard  to  flax 
districts,  coal  mines  and  ease  of  transportation. 

d.  Mulberry. 

Reasons  for  cultivation.  France  and  Italy.  Comparison 
with  cultivation  in  the  United  States,  economic  difference. 
Centers  of  manufacture  and  export, — Lyons,  Havre,  Mar- 
seilles and  Milan.  Location  accounted  for.  Routes  of 
transportation. 

e.  Grapes. 

Value  of  vine, — vineyards  and  life  in  connection,  France, 
Germany,  Italy,  Spain,  etc. 

Centers  of  manufacture  and  export, — Bordeaux,  Malaga, 
Oporto,  Cologne  and  Vienna. 

f.  Other  agricultural  products, — hops,  cork,  sugar  beet, 
olives  and  fruits. 

3.  Grazing. 

Regions  suitable, — British  Islands,  France,  Denmark, 
Holland  and  Alps, — butter  and  cheese  markets — life  in 
connection — Alderney  and  Jersey  cattle  from  the  Channel 
Islands.  Shetland  ponies  from  the  Shetland  Islands. 
Normandy  horses  from  France. 

4.  Mining. 

Coal  and  iron — effect  upon  other  industries. 

Kiel  and  Glasgow — coal,  iron,  and  proximity  to  the  sea, 
— shipbuilding. 

Manchester — coal,  iron  and  proximity  to  receiving  port 
for  raw  cotton — cotton  manufacturing. 

Brussels — coal,  iron  and  proximity  to  wool — growing  re- 
gion, carpet  manufacturing. 


94 


SIXTH  GRADE 

Sheffield — coal,  iron — I.  X.  L.  cutlery. 

Essen — coal,  iron — Krupp  guns. 

Same  for  other  centers  of  export  and  manufactures, 
routes  of  transportation,  comparison  with  like  industries 
in  the  United  States. 

Other  mineral  products. 

Copper,  lead,  tin,  salt,  petroleum,  gold,  chalk,  clay  and 
Haviland  China,  quartz  and  Bohemian  glass. 

5.  Fishing. 

North  Sea  fisheries,  comparisons  with  Newfoundland 
fisheries-sardine  fisheries  and  life  in  Brittany,  coral  and 
sponges. 

Centers — Bergen,  Hull,  Yarmouth,  Bordeaux,  etc. 

6.  Manufacturing. 

Centers  of  manufacturing  and  export  shown  to  depend 
upon: — 

a.  Accessibility  to  raw  material,  b.  Coal  or  water 
power,  c.  Ease  of  transportation. 

Comparison  of  character  of  manufactures  of  Europe  with 
those  of  United  States. 

7.  Commerce — commercial  centers  and  trade  relations  be- 
tween United  States  and  Europe  used  to  summarize  pre- 
ceding topics — London,  Liverpool,  Hamburg,  Paris, 
Vienna,  Constantinople,  Berlin,  etc.  Elements  which 
have  combined  to  make  center  important  noted — purpose 
of  consuls. 

X.  Immigration. 

XI.  Goverment  of  countries  and  colonies, — diplomatic  relations 
with  United  States — ambassadors. 

XII.  Scenic  Centers. 

Rhine,  Alps,  Mountains  of  Norway,  Trosach  region,  Venice, 
Rome,  Mt.  Vesuvius,  Naples,  Paris,  Monaco,  Athens,  etc. 
Conclusion. 

1.  What  we  owe  to  Europe. 

2.  What  we  have  given  to  Europe. 

References. 

Stanford’s  Compendium  of  Europe,  Vol.  I and  II. 

Lyde,  British  Isles,  and  Lyde,  Europe.  A.  C.  Black  London 
Carpenter,  Europe.  American  Book  Co. 

Longmans,  Gazetteer.  Longmans. 


95 


SIXTH  GRADE 

Mill,  International  Geography,  Appleton. 

Chisholm,  Handbook  of  Commercial  Geography.  Longmans. 

Herbartson,  Europe.  A and  C.  Black,  London. 

World  Almanac.  New  York  World,  N.  Y. 

Tarr  & McMurry,  Complete  Geography.  Macmillan. 

Dodge,  Advanced  Geography.  Rand,  McNally  & Co. 

NATURE  STUDY 

Meteorology. 

Rain  gauge  used  to  measure  rainfall.  Objective  and  graphic 
representation  of  data — annual  rainfall. 

Areas  of  light  and  heavy  rainfall — influence  on  vegetation. 

Winds — direction — relation  to  temperature  and  precipitation. 

Great  wind  system  of  the  world. 

Weather  bureau  and  its  service  to  man.  “Highs”  and  “lows” 
of  the  weather  map. 

Physics  and  Chemistry. 

Study  of  acids  and  alkalies  in  relation  to  cooking. 

Effect  of  heat  on  albumin.  Solubility  in  hot  and  cold  water. 

Heat — causes  and  effects — relation  to  great  wind  system — 
combustion  and  fuels. 

Air — composition  and  properties — the  barometer — practical 
applications  of  knowledge  of  pressure  to  the  pump  and  si- 
phon. Ventilation. 

Steam  and  wind  as  sources  of  power  in  transportation  and 
manufacturing. 

Study  of  magnets  and  the  compass — the  making  of  gunpow- 
der. Dyeing  related  to  colonial  industries. 

Plant  Life. 

Study  of  some  text  in  Elementary  Agriculture. 

Making  of  hot  bed  with  heat  from  decomposition.  Trans- 
planting of  early  garden  vegetables.  Fertilizers. 

Blossoms  of  fruit  trees  studied  in  relation  to  fruit  crop. 

Budding  and  grafting  of  trees. 

Animal  Life. 

Culture  of  silk  worms.  Mole  in  relation  to  lawn  and  garden. 

Insects  in  relation  to  agriculture — grasshopper,  tent  cater- 
pillar, curculio,  the  borers,  apple  maggot,  scale  insects 
chinch  bug,  aphis,  beetles,  moths  and  butterflies. 

Aquarium  life  studied  incidentally. 


SIXTH  GRADE 


Astronomy. 

Proofs  of  earth’s  shape — daily  and  yearly  motions  and  their 
results. 

Name  and  locate  the  visible  planets  and  a few  of  the  import- 
ant constellations. 


MATHEMATICS 

The  application  of  number  knowledge  to  the  solution  of  the 
quantitative  problems  that  arouse  the  pupil’s  interest  is  the  prin- 
cipal work  of  the  grade.  Naturally  the  selection  of  the  material 
for  consideration  is  all-important.  Personal  and  local  experi- 
ences and  institutions  supply  the  major  portion  of  the  material. 
So  far  as  is  possible  the  pupils  gather  and  verify  data.  Some 
development  of  power  to  investigate  conditions,  and  to  discrimi- 
nate between  important  and  unimportant  details,  is  sought. 
Such  constructive  and  inventional  geometry  as  concerns  the  facts 
of  observation  about  lines,  angles,  and  other  form  relations,  such 
relations  as  have  been  used  concretely  in  hand  work  as  occasion 
arose,  are  now  more  specifically  taken  up,  leading  to  the  consid- 
eration of  surface  mensuration  for  common  forms. 

The  new  number  theory  taken  up  in  this  grade  follows: 

Counting  to  millions.  Most  work,  however,  in  field  below 

100,000. 

General  addition  and  subtraction  of  fractions. 

General  multiplication  of  fractions. 

Problems  in  partition  and  division  of  fractions  treated  through 
the  equation,  and  pointing  to  the  general  method. 

Decimal  notation  for  lOOOths,  if  necessary,  but  higher  places 
are  better  postponed  to  the  seventh  grade  if  convenient. 

General  highest  common  factor  and  least  common  multiple 
by  factoring. 

Important  per  cent  with  their  fractional  equivalents. 

Following  are  a few  typical  sources  of  material  for  problems 
furnished  by  the  experience  and  environment  of  children  in  our 
schools : 

Geometrical  forms  in  rooms,  on  grounds,  at  home,  in  town. 
Forms  common  in  manual  training,  drawing,  decorative 
design,  etc. 

Local  land  forms,  town  and  farm.  National  land  unit  and 
the  development  of  farm  sizes  and  shapes. 


THE  BASKETBALL  SQUAD,  1907 


THE  FOOTBALL  SQUAD,  1907 


97 


SIXTH  GRADE 

Products  and  marketing,  personal  and  local.  Consumption, 
importation  and  exportation  of  local  products  and  needed 
materials. 

Simple  phases  of  local  business,  gardening,  grocery,  butcher 
shop,  hardware  store,  book  store,  coal  yard,  bakery,  dairy, 
etc. 

Local  passenger  and  freight  transportation. 

Local  wages  and  incomes,  dressmakers,  shoe  repairers,  phy- 
sicians, lawyers,  dentists,  teachers,  clergymen,  etc. 

Home  economics,  fruit  canning  and  preserving,  dress  mak- 
ing etc. 

Personal  and  family  expenses. 

Postal  business,  local  and  personal.  Money  orders. 

Express  business,  local  and  personal. 

Furnishing  special  rooms,  houses,  etc. 

Local  factories — cigar  making,  potteries,  etc.  Large,  simple 
items. 

Local  rainfall.  Average  monthly  and  annual  rainfall. 
Pressure  of  the  air.  Problems  connected  with  nature  study. 
The  following  texts  will  be  found  suggestive  of  the  method 
employed,  remembering,  however,  that  problems  must  be  adapted 
to  local  conditions. 

Young  and  Jackson’s  Arithmetics — D.  Appleton  & Co., 
Chicago. 

Smith’s  Arithmetics — Ginn  & Co.,  Chicago. 

Rational  Arithmetics,  Myers-Brooks — Scott,  Foresman  & 
Co.,  Chicago. 

Elementary  Agriculture  with  Problems  in  Arithmetic,  Hatch 
and  Hazelwood — Row,  Peterson  & Co. , Chicago. 

MANUAL  ARTS 

Work  continued  as  in  preceding  grades,  emphasizing  needs 
for  expression  and  broad  relationships  of  the  work  to  life  of 
today  and  to  the  large  fields  of  industry  and  art  of  which  the  work 
is  a part. 

Weaving,  Sewing,  Winding:  Raffia,  rattan,  splints,  cardboard, 
flax  and  silk,  are  the  materials  used.  The  reeling  and  weav- 
ing of  silk  from  the  cocoons  and  the  weaving  of  flax  grown  in 
the  school  garden.  Dressing  of  dolls  for  illustration  of  his- 
torical  costumes.  Making  of  baskets  and  boxes. 


98 


SIXTH  GRADE 

Measuring,  Folding,  Cutting,  Fastening:  Cardboard  and  paper, 
used  for  making  candy  box,  lantern,  handerchief  box,  port- 
folio: models  in  connection  with  history  and  literature,  suit 
of  armor  and  mediaeval  weapons  for  dramatic  representa- 
tion. Book  repairing. 

Sewing,  Darning,  Cutting:  Bags,  apron,  holders,  towels,  one  piece 
of  underclothing,  buttonholes.  Materials  appropriate  to  work 
chosen. 

Woodworking:  Foot  stool,  broom  holder,  window  box,  screen  with 
burlap  panel,  model  of  castle,  of  fort,  of  draw  bridge,  of  Vik- 
ing ship,  primitive  loom,  block  printing.  Original  design  of 
some  useful  article  for  home  or  school. 

Metalworking:  Welding,  shaping  of  bar  iron  into  simple  imple- 
ments and  tools,  repairing  tools,  riveting,  annealing,  etc., 
simple  forge  work  in  iron.  Some  work  in  copper,  making 
useful  materials.  Very  little  work  in  Venetian  iron. 

Drawing:  Sources  of  subject  matter  as  in  the  fifth  grade.  All 
work  in  wood  is  designed  and  the  mechanical  drawing  made 
before  going  to  the  shop.  Designs  include  those  for  work  in 
wood,  clay,  cardboard,  and  stencil.  Landscape  sketching  in 
color  and  pencil.  Illustration  of  stories.  Vision  of  Sir  Laun- 
fal;  Legend  of  Sleepy  Hollow;  King  Arthur  Stories.  Study 
of  printing  and  illustrating  of  books,  marginal  decorations, 
artistic  spacings  and  texts.  The  development  of  the  shield 
and  its  designs  in  connection  with  mediaeval  history.  Study 
and  making  sketches  of  Colonial  costumes,  industries  and 
utensils.  Simple  problems  in  perspective,  elementary  com- 
position, —space  relations,  color  values  and  balance.  Study 
of  stained  glass  windows;  making  of  designs  suitable  for  a 
window.  Architecture  and  historic  ornament — Gothic,  Notre 
Dame  and  Westminister;  Renaissance,  St.  Peters  and  the 
work  of  Michael  Angelo  and  Raphael. 

Modeling:  Clay  and  composition  material;  used  in  modeling  re- 
lief maps,  candle  sticks,  vase  forms,  tiles,  statuettes  illus- 
trative of  work  in  history  and  literature. 

Picture  Study  and  Study  of  Other  Masterpieces  of  Hand  Work. 
Meaning  of  this  work  and  varieties  of  studies  as  stated  un- 
der this  topic  in  lower  grades.  See  statements  under  grades 
III.  and  IV.  Among  the  pictures  especially  studied  are; 
The  Gleaners  and  the  Angelus,  Millet;  Spring,  and  the  Dance 


99 


SEVENTH  GRADE 

of  Nymphs,  Corot ; Quest  of  the  Holy  Grail,  Abbey;  Sir  Galahad, 
Watts. 

Cooking:  Doughs  and  batters:  Air  and  egg  used  to  lighten,  as  in 
muffins  and  sponge  cake,  steam  in  the  popover,  and  baking 
powder  in  biscuits  and  butter  cakes.  Colonial  cookery : Baked 
beans,  brown  bread,  hominy,  Indian  pudding,  etc.  A sal- 
ad prepared  in  the  study  of  olive  oil.  Meat  Soups.  Candy. 
Housekeeping  as  in  fifth  grade. 

MUSIC 

Bote  Songs.  To  be  used  as  observation  and  study  songs. 
Syllable  Songs.  To  be  used  only  to  present  new  developments 
in  melody  and  time. 

Rhythm  Drills  and  Scale  Drills , using  major  and  minor  scales. 
Notation.  Representation  of  chromatics.  Definition  and  use 
of  sharps,  flats,  double  sharps,  double  flats  and  naturals.  Defining 
all  time  signatures. 

Tone  Testing.  Oral  and  written. 

Dynamics.  Taught  as  they  are  needed  and  used. 

Original  melody  and  song  construction.  Study  of  hymn  and 
ballad  forms. 

Sight  Beading.  Continued  as  in  the  fifth  grade,  using  the  same 
materials. 

Program  Music . Programs  and  concerts  to  be  given  with  fifth 
grade. 

History  of  Music.  To  be  given  in  part  through  programs  and 
with  the  fifth  grade.  Stories  of  the  chorale  and  chant.  Study 
of  the  chorale  form.  Place  of  music  in  church  services,  in  social 
life,  in  the  theatre  and  in  military  life.  Development  of  orches- 
tras and  bands. 

Orchestral  practice  for  those  playing  instruments. 

PHYSICAL  TRAINING 

Material  used  in  the  fifth  grade  will  also  be  used  in  this  grade. 
For  materials  for  gymnastics  and  games,  see  list  in  the  Appendix. 
Hygiene:  Over  exercise;  fatigue;  rest;  sleep:  regular  habits. 

GRADE  VII. 

ENGLISH 

Literature  and  Beading.  The  plan  of  work  fully  described 


100 


SEVENTH  GRADE 

under  the  English  in  grade  V.  is  also  employed  in  this  grade.  See 
the  foregoing  statement. 

Selections  suggested  for  class  study: 

Arnold — Sohrab  and  Rustum. 

Dickens — Cricket  on  the  Hearth. 

Drake — The  American  Flag. 

Emerson — Concord  Hymn. 

Goldsmith — The  Mad  Dog. 

Holmes — Evening;  Rip  Van  Winkle;  Height  of  the  Ridicu- 
lous. 

Lamb — Dissertation  on  Roast  Pig. 

Longfellow — Courtship  of  Miles  Standish;  Evangeline; 
Footsteps  of  Angels;  A Psalm  of  Life;  Hymn  to  the 
Night;  Building  of  the  Ship;  From  My  Arm-Chair;  The 
Village  Blacksmith;  The  Skeleton  in  Armor;  Pegasus  in 
Pound. 

Poe — The  Bells;  The  Raven. 

Shakespeare — The  Merchant  of  Venice. 

Southey — The  Cataract  of  Lodore. 

Tennyson — The  Brook;  Enoch  Arden. 

Washington — Farewell  Address. 

Whittier — Snowbound;  My  Psalm;  Telling  the  Bees;  The 
Huskers;  The  Corn  Song;  The  Ship  Builders. 

List  of  books  for  individual  reading: 

Aldrich,  The  Story  of  a Bad  Boy — Houghton. 

Austin,  Standish  of  Standish — Houghton. 

Catherwood,  Old  Kaskaskia — Houghton. 

Churchill,  The  Crossing — Macmillan. 

Cooper,  Red  Rover;  The  Deerslayer; — Rand.  The  Spy — 
Appleton. 

Dickens,  Nicholas  Nickleby — Nelson. 

Eggleston,  The  Hoosier  Schoolmaster — Judd. 

Hapgood,  Paul  Jones — Houghton. 

Hawthorne,  Grandfather’s  Chair — Houghton. 

Rice,  Mrs.  Wiggs  of  the  Cabbage  Patch — The  Century  Co. 
Irving,  Knickerbocker’s  History  of  New  York — Crowell. 
Kipling,  Captains  Courageous — Century  Co. 

London,  The  Call  of  the  Wild — Macmillan. 

Parkman,  The  Conspiracy  of  Pontiac — Little,  Brown. 

Seton,  Lives  of  the  Hunted — Scribners. 


101 


SEVENTH  GRADE 

Stevenson,  Kidnapped — Rand. 

Stockton,  Buccaneers  and  Pirates  of  Our  Coast — Macmillan. 

Stockton,  Rudder  Grange — Scribners. 

Stoddard,  Lost  Gold  of  the  Montezumas — Lippincott. 

Th waites,  Life  of  Daniel  Boone — Appleton. 

Twain,  Clemens,  Innocents  Abroad — American  Pub.  Co. ; 

Harpers. 

Language  and  Grammar.  As  in  previous  grades,  language 
will  be  taught  as  a means  of  expression  and  technical  points  of 
structure  and  terminology  will  be  used  as  means  and  not  ends. 
The  content  of  all  oral  and  written  work  will  be  live  material, 
produced  for  its  own  sake  and  not  as  a mere  device  for  teaching 
form.  It  will  consist  of  descriptions  and  narrations  of  work  done 
in  other  subjects,  arguments  growing  out  of  conflicting  view  points 
in  various  fields,  records  of  experiments  in  laboratories  and 
school  gardens,  recipes  for  cooking  and  records  of  cooking  tests, 
accounts  of  school  excursions,  reports  of  studies  in  reference 
work,  poems  written  on  occasions  and  sometimes  used  as  songs 
for  which  the  melodies  are  also  written,  dramas  written  to  ex- 
press interpretation  of  history  or  literature,  original  stories,  etc., 
etc.  Much  is  made  of  festival  occasions  as  opportunities  for  ori- 
ginal programs  by  the  children. 

In  the  composition  work,  all  the  arbitrary  forms  considered 
in  preceding  grades  will  be  reviewed  through  usage.  Attention 
will  be  given  to  the  paragraph,  variety  of  expression,  figures  of 
speech  of  the  simpler  types,  beauty  of  expression,  discrimination 
in  diction,  form  in  letter  writing,  and  all  other  elements  involv- 
ing needs  as  these  arise.  Consideration  of  rhetoric  as  well  as  of 
grammar  will  be  prominent  in  the  work.  The  following  outline 
will  indicate  the  scope  of  the  work  in  grammatical  principles  and 
terminology  to  be  mastered  in  rationalizing  the  work  in  English 
for  the  seventh  and  eighth  grades.  A text  book,  Modern  Eng- 
lish, Book  II.,  Emerson  and  Bender,  published  by  Macmillan, 
will  be  in  the  hands  of  the  pupils  to  be  used  as  a work  of  refer- 
ence. Whenever  a topic  from  the  grammar  outline  is  taken  up, 
the  text  will  be  used  as  a basis,  and  when  it  is  desired  to  consult 
authority,  the  text  will  be  available.  The  habit  of  consulting 
authority  on  doubtful  points  will  thus  be  developed  in  English. 

Classes  of  Sentences. 

Use.  Declarative,  interrogative,  imperative  and  exclamatory. 


102 


SEVENTH  GRADE 

Form.  Simple,  complex  and  compound.  In  securing  free- 
dom and  variety  of  expression  and  in  securing  a sentence 
sense,  these  distinctions  and  terms  are  fundamental  and 
are  easily  understood  if  approached  properly. 

Components  of  a Sentence. 

Subject.  Bare,  Complete;  modifiers — word,  phrase,  clause. 
Predicate.  Verb;  modifiers — word,  phrase,  clause. 
Complements.  Attribute — adjective  or  noun;  object;  objec- 
tive. 

Kinds  of  Modifiers. 

Use.  Adjective,  modify  nouns;  Adverbial,  modify  verbs, 
adjectives  and  adverbs. 

Form.  Word;  phrase — prepositional,  infinitive,  participial; 
clause — its  essentials;  its  connection  with  the  rest  of  the 
sentence;  its  kinds — independent,  dependent;  its  uses — as 
a modifier  of  a noun,  as  a modifier  of  the  predicate,  and  as 
a noun — subject,  attribute,  object,  or  to  complete  a pre- 
position. 

Parts  of  Speech. 

Noun.  Use  of  the  term  substantive. 

Kinds. 

Number  and  person.  To  be  noted  in  relation  to  agreement 
with  pronouns  and  with  verbs  in  sentences. 

Gender. 

Case.  Attention  to  predicate  nominative  and  objective. 
Function  of  nouns  in  sentences. 

Pronouns.  Personal,  relative  and  interrogative.  Especial 
attention  to  case  forms  in  usage.  Antecedent  in  its  con- 
trol of  the  person  and  number  of  pronouns.  Distinctions 
in  the  use  of  relatives. 

Adjectives.  Forms  of  comparison  to  be  emphasized.  Dis- 
tinguish in  use  from  the  adverb.  Use  of  articles.  Ac- 
curacy in  the  choice  of  adjectives.  Use  of  the  predicate 
adjective. 

Verbs.  Form — regular  and  irregular  or  strong  and  week. 
Use.  Transitive  and  intransitive  or  complete  and  incom- 
plete. 

Tense.  Emphasis  upon  correct  tense  forms — shall  and 
will,  etc. 

Voice.  Use  in  cultivating  variety  in  expression. 


103 


SEVENTH  GRADE 

Mode.  Indicative  as  distinguished  from  more  emphatic 
imperative  form;  the  subjunctive  in  teaching  difference 
in  meaning  between  “if  I was”  and  “if  I were”  in  “con- 
trary to  fact”  expressions. 

Person  and  Number.  Emphasis  on  agreement  of  subject 
and  verb. 

Defective  verbs.  In  use  of  ought. 

Adverbs.  Function — as  distinguished  from  adjectives.  Com- 
parison— to  secure  correct  usage  of  the  different  forms. 
Conjunctive  adverbs — as  distinguished  from  relative  pro- 
nouns and  conjunctions,  in  securing  strength  in  sentence 
structure. 

Prepositions.  Use.  Distinguishing  such  forms  as  in  and 
into. 

Conjunctions.  Kinds — to  be  noted  in  reference  to  securing 
strength  in  sentence  structure.  Attention  to  punctuation. 

Special  Verb  Forms. 

Participles.  Attention  to  avoidance  of  loose  participial 
construction. 

Infinitives.  Securing  variety  of  expression.  Avoidance 
of  “split”  infinitive. 

Gerund.  Teach  in  relation  to  the  need  for  the  use  of  the 
possessive  form  of  a noun  preceding  it. 

As  previously  indicated,  all  of  this  grammatical  study  will 
be  for  the  purpose  of  rationalizing  practice,  and  to  do  this,  it 
must  necessarily  be  in  vital  relationship  to  practice.  Care  will 
be  taken  in  all  work  to  establish  good  habits  of  form  and  to  de- 
mand high  standards  in  spelling  and  in  the  use  of  arbitrary  signs. 

HISTORY 

In  this  grade  and  in  the  eighth,  the  work  will  be  devoted  to 
a study  of  the  growth  of  the  American  Nation.  The  work  of  pre- 
ceding grades  has  provided  a background  for  this  work  and  has 
traced  the  evolution  of  the  world’s  most  important  peoples  of 
the  earlier  centuries  to  a point  which  makes  clearly  intelligible 
the  political  and  industrial  development  which  has  taken  place  in 
America.  The  year  will  begin  with  a review  of  the  period  of  dis- 
covery and  early  colonization,  briefly  touched  upon  by  the  sixth 
grade,  and  will  follow  the  industrial,  commercial,  social,  and  po- 
litical life  of  the  Colonists  to  the  beginnings  of  the  new  govern- 


104 


SEVENTH  GRADE 

ment  under  Washington’s  administration.  Economic,  geographic 
and  industrial  influences,  as  well  as  the  influences  of  inheritance 
from  the  European  allegiance  and  prejudices  of  the  Colonists, 
will  be  carefully  considered  in  their  bearings  upon  political  life. 
Interest  in  developing  forms  of  government  will  center  in  com- 
parisons of  the  growth  of  towns  and  the  town  meeting  in  New 
England  and  the  representative  form  found  in  the  house  of  bur- 
gesses in  Virginia.  The  Intercolonial  wars,  now  easily  appreci- 
tated  as  a continuation  of  conditions  studied  earlier  in  European 
history,  will  be  taken  up,  followed  by  a study  of  the  causes,  main 
events,  and  consequences  of  the  Revolutionary  War.  A careful 
study  of  the  Critical  Period  will  be  made,  in  which  the  problem 
of  government  will  be  traced  through  the  trial  of  the  Articles  of 
Confederation  and  into  the  Constitutional  Convention  which  will 
be  studied  constructively.  This  study  of  the  Constitutional 
Convention  will  be  based  upon  the  problematic  situations  which 
confronted  its  members  and  an  effort  will  be  made  to  see 
these  problems  as  real,  to  see  the  possible  solutions,  and 
to  come  to  the  compromises  which  finally  gave  the  acceptable 
form.  This  will  involve  an  appreciation  of  the  more  fundamen- 
tal elements  in  Federal  Civil  Government  and  in  such  way  as  to 
make  the  subsequent  study  of  our  history  a study  in  “real  gov- 
ernment” in  its  evolution.  Much  of  the  work  on  the  constitution 
will  be  based  upon  Madison’s  Journal  of  the  Convention.  In  all 
of  the  preceding  work,  the  industrial  and  social  life  of  the  peo- 
ple will  be  carefully  followed  as  it  influences  the  growth  of  polit- 
ical life.  The  year’s  work  as  a whole  is  a study  of  struggle  for 
security  in  pursuing,  undisturbed,  the  common  vocations  of  life, 
struggles  against  the  natural  forces  of  the  virgin  environment, 
against  the  Indians,  against  the  French,  against  England,  and,  in 
some  measure,  against  each  other. 

The  following  list  of  references  is  not  expected  to  be  used  in 
full  but  to  furnish  a good  supply  of  carefully  selected  material 
from  which  supplementary  aids  may  be  secured  as  conditions  of 
time  and  library  equipment  permit.  Care  must  be  used  in  requir- 
ing that  all  assigned  supplementary  work  is  definitely  organized 
with  reference  to  the  topic  which  it  supplements. 

Caldwell,  A Survey  of  American  History — Ainsworth  & Co. 

Channing  and  Hart,  American  History  Leaflets — Lovell  & Co. 


105 


SEVENTH  GRADE 

Channing,  Students’  History  of  United  States  Macmillan, 
Chicago. 

Coffin,  C.  C.,  Boys  of  1776— Harper  Brothers,  New  York. 

Coffin,  C.  C. , Old  Times  in  the  Colonies— Harpers. 

Cook,  J.  E.,  History  of  Virginia— Houghton,  Mifflin  & Co.,  Chi- 
cago. 

Eggleston,  Edw.,  Beginners  of  a Nation— D.  Appleton  & Co., 
Chicago. 

Fiske,  John,  Beginnings  of  New  England;  Civil  Government  of 
United  States;  The  Critical  Period  in  American  History; 
Dutch  and  Quaker  Colonies;  Old  Virginia  and  Her  Neighbors; 
The  Discovery  of  America;  War  of  Independence— all  by 
Houghton,  Mifflin  & Co. 

Hart,  A.  B.,  American  History  Told  by  Contemporaries,  Vols. 
I and  II.  The  American  Nation,  Vols.  III.,  V.,  VI.,  VII., 
VIII.;  Source  Book  in  American  History— American  Nation, 
Harpers;  others,  Macmillans. 

Hosmer,  Life  of  Sam  Adams — Houghton. 

Lodge,  H.  C.,  Life  of  Alexander  Hamilton — Houghton. 

Lodge,  H.  C.,  Life  of  George  Washington — Houghton. 
MacDonald,  Select  Charters — Macmillan, 

Madison,  James,  Journal  of  the  Constitutional  Convention  of 
1787 — Scott,  Poresman  & Co.,  Chicago. 

Montgomery,  Students’  History  of  United  States,  Ginn  & Co., 
Chicago. 

Morse,  J.  T.,  Thomas  Jefferson — Houghton. 

Old  South  Leaflets — Old  South  Works,  Publishers,  Boston. 
Parkman,  Francis,  Half  Century  of  Conflict;  Pioneers  of  France 
in  the  New  World;  Pontiac’s  Conspiracy — Little,  Brown  & 
Co.,  Boston. 

Roosevelt,  Theodore,  Winning  of  the  West — Putnams,  New 
York. 

Sloane,  French  War  and  Revolution — Scribners,  New  York. 
Steele,  J.  D. , Barnes’  Popular  History  of  United  States — Amer. 
Bk.  Co. 

Thwaites,  R.  G.,  The  Colonies — Longmans,  Green  & Co. 

GEOGRAPHY  AND  NATURE  STUDY 
Asia,  Africa,  Australia  and  Islands  of  the  Pacific. 

Study  first,  continents  as  wholes,  noting  form,  size,  topogra- 
phy, drainage,  shore  lines,  wind,  rainfall,  temperature  belts,  veg- 


106 


SEVENTH  GRADE 

etable  and  animal  life.  Characteristics  of  tundra,  desert,  moun- 
tain, plateau,  river  valley,  and  jungle  regions.  Distribution  of 
forests,  of  mineral  resources,  and  of  population.  In  each  case 
the  controls  should  be  noted.  Constant  reference  in  the  upper 
grades  to  these  factors  worked  out  in  the  preceding  grades, 
tends  to  build  up  the  right  conception  of  geography  and  as  the 
pupil  passes  from  one  characteristic  region  to  another  he  begins 
to  recognize  the  principles  which  control  the  life  and  hence  the 
human  activities  which  prevail;  he  will,  if  well  directed,  soon  be 
able  to  infer  results  and  condition  if  a few  principles  are  stated. 
For  example,  if  the  latitude,  the  position,  and  adjacent  bodies 
of  water  and  the  location  of  mountains  are  given,  the  pupil  should 
be  able  to  infer  with  considerable  accuracy  the  winds,  the  mois- 
ture, the  temperature  and  life  conditions  of  the  region.  Good  ex- 
ercises in  such  thinking  are  readily  made  by  varying  one  of  the 
controlling  factors,  and  calling  for  the  consequent. 

Regions  can  be  made  typical  by  grouping  those  having  sim- 
ilar controls;  hence,  in  Asia,  the  plateaus  of  Asia  Minor,  Arabia, 
Iran,  Deccan,  Tibet,  Manchuria  and  Mongolia  should  be  studied 
in  sequence,  each  succeeding  one  receiving  just  the  attention  nec- 
essary to  make  its  characteristic  differences  in  physiography,  and 
life  apparent.  In  like  manner  the  tundra  regions,  the  great 
plains  and  river  lowlands  should  be  studied  in  sequence. 

Many  free-hand  memory  sketches  should  be  required,  and 
much  chalk  modeling  done.  The  simpler  parts  should  be  modeled 
in  sand,  and  a simple  model  of  the  continent  made  in  salt  and 
flour  or  some  substitute.  A more  careful  study  should  be  made 
of  those  areas  and  centers  that  have  commercial  relations,  direct 
or  indirect  with  the  United  States.  Commercial  routes  should  be 
plotted  on  outline  maps.  The  aim  throughout  should  be  to  se- 
cure ideas  and  establish  principles.  Location  should  be  incident- 
al to  the  securing  of  thought.  Pictures  should  be  used  freely, 
and  reliable  supplementary  books  should  be  read  by  the  children. 
Each  child  should  have  a copy  of  Carpenter’s  “Asia”.  Exercises 
should  be  given  in  the  interpretation  of  Longman’s  Atlas.  The 
following  are  suggested  as  typical  questions  of  study: — 

1.  What  is  the  January  temperature  of  Calcutta?  The  July 
temperature? 

2.  In  what  direction  do  the  winds  blow  in  India  in  January? 
In  July? 


107 


SEVENTH  GRADE 

3.  What  season  then  do  you  think  will  bring  the  greatest 
rainfall? 

4.  Compare  the  annual  rainfall  with  that  of  southeastern 
United  States. 

5.  Do  you  think  the  region  about  Calcutta  is  forested? 
Compare  with  Holland;  with  Illinois;  with  Eastern  China; 
with  Siberia. 

All  the  work  in  these  continents  will  constantly  call  for  com- 
parison with  similar  features  in  our  own  land,  and  will  be  viewed 
in  the  light  of  its  effect  upon  our  life  conditions. 

References. 

Dodge — Advanced  Geography — Rand. 

Carpenter — Geographical  Reader,  Asia,  Africa,  Australia, 

Oceanica,  A.  B.  C. 

Bard — Chinese  Life  in  Town  and  Country.  Putnam 

Ary  ton — Child  Life  in  Japan.  Heath. 

Campbell — Present  Day  Japan.  Lippincott. 

Tarr-McMurry — Advanced  Geography.  Macmillan. 

Reclus — The  Earth  and  its  Inhabitants.  Asia,  Africa,  Ocean- 
ica. Appleton. 

Keane — Stanford’s  Asia,  Africa,  Australia.  Stanford. 

Wallace — Malay  Archipelago. 

Kellogg — Australia  and  the  Islands  of  the  Sea.  Silver,  Burdette. 

Hornaday — Two  years  in  the  Jungle.  Scribner. 

Bishop — Unbeaten  Tracks  in  Japan.  Putman. 

Lefcadio  Hearn— Glimpses  of  Unfamiliar  Japan.  Houghton. 

Smith — Village  Life  in  China.  Revell. 

Hamilton — Korea.  Scribners. 

NATURE  STUDY 

Bird  studies  will  continue,  increasing  the  list  of  known  birds 
and  learning  more  of  bird  life.  A study  of  the  recent  bird  census 
of  Illinois  will  be  made.  The  problem  of  migration  of  birds  will 
be  taken  up,  including  such  questions  as  motives  in  flying,  how 
birds  find  their  way,  length  of  flights,  food  problems  on  the 
journeys,  crossing  large  bodies  of  water,  breeding  grounds  etc. 
Other  studies  will  include  protective  coloration,  methods  of  de- 
fense, functions  of  songs  and  colors,  bird  instincts.  As  occasion 
offers,  studies  will  be  made  on  any  form  of  animal  life  attracting 


108 


SEVENTH  GRADE 

attention,  noting  especially  those  elements  that  relate  to  adapta- 
tions of  structure  to  use,  and  economic  considerations. 

Physical  and  chemical  facts  will  be  taken  up  and  such  ex- 
periments performed  as  are  needed  in  cooking  and  other  phases 
of  manual  arts  work. 

Meteorology  will  continue  to  form  a part  of  the  work  through 
observations  about  us  and  through  applications  of  principles  in 
geography  studies.  Weather  forecasting  will  receive  attention. 
Study  of  constellations. 

Garden  work  will  here  be  directed  toward  the  solution  of  prob- 
lems in  the  principles  of  plant  development.  Experiments 
with  seedlings,  as  the  peach,  apple,  blackberry,  strawberry, 
raspberry,  etc. , such  as  are  suggested  by  Hodge’s  Nature  Study  and 
Life,  will  be  made.  Seeds  from  far  north  and  from  far  south,  all 
of  one  variety,  will  be  planted  to  test  the  effect  of  environment 
upon  plant  life.  Controlled  problems  in  plant  ecology  will  be 
made,  and  the  inter- influences  noted  and  recorded.  Children  will 
be  led  to  an  interest  in  the  literature  of  biological  science.  A 
study  of  pruning  and  care  of  trees  and  shrubs  as  applied  to  local 
fruits  will  be  made.  Interest  in  wild  flowers  will  continue.  Some 
forms  of  moulds,  mildews,  apple  scabs,  and  other  flowerless 
plant  growths  will  be  studied. 

MATHEMATICS 

The  primary  idea  in  the  number  work  of  this  grade  is  to  en- 
large the  pupil’s  appreciation  of  number  and  its  processes. 
Especial  emphasis  is  put  on  the  development  of  this  power  to 
penetrate  conditions  and  to  see  the  vital  elements  in  any  problem. 
The  pupil  incidentally  acquires  knowledge  of  some  of  the  great 
industries  and  institutions  of  this3country  by  considering  actual 
facts  and  conditions.  The  material  is  local,  state  and  national. 
Many  problems  come  from  the  manual  arts  work  and  other  school 
subjects. 

New  Number  Theory. 

Counting  to  billions.  Most  work,  however,  in  field  below 
one  million.  Multiplication  and  division.  General  method  of 
division  and  partition  of  fractions.  Decimals  to  ten-thousandths. 
Many  approximations  will  be  made  in  the  work  in  decimals,  us- 
ually limiting  the  use  to  three  decimal  places.  Material  sugges- 
tive of  typical  sources  for  problems: 

Measurement  of  common  solids  as  suggested  by  surroundings. 


109 


SEVENTH  GRADE 

Building  streets,  sidewalks,  etc.  Do  good  roads  and  streets 
pay? 

Potato  industry.  Fruit  industries — localties,  averages,  totals, 
shipping  methods.  State  and  local  conditions. 

Cattle  and  stock  yards.  Packing  houses  and  meats.  Cotton 
and  wool,  clothing.  Does  it  pay  to  own  a cow?  Making 
butter.  Does  it  pay  to  own  chickens? 

Running  a store,  grocery,  dry-goods,  bakery,  etc.  A study 
of  fundamental  conditions  regarding  methods,  expense, 
profits,  income,  etc. 

Local  factory  enterprises.  Partial  payments,  with  two  or 
three  payments  in  reasonable  sums.  Accounts. 

Taxation — government,  state,  county,  city,  revenues  and 
expenditures.  Methods  and  rates. 

The  mercantile  business.  Some  idea  of  the  enormous  busi- 
ness of  department  stores.  Discounts.  Banking — notes, 
interest,  bank  discount,  checks,  drafts,  etc. 

A town’s  water  system — piping,  sizes,  tops,  etc. ; pumping; 
Enormous  cost  of  poor  water. 

Area  and  population  statistics  in  comparisons  in  geography. 
Graphs. 

Milk  supply.  Cost  of  sickness  from  infected  milk  and  water, 
based  on  physician’s  and  nurses’  bills. 

Transferring  money — methods,  cost,  etc. 

Publishing  a paper  or  magazine — expenses,  returns,  advertis- 
ing, etc.  Probably  estimating  but  bringing  out  the  large 
items  to  be  considered. 

Installment  investments — books,  pianos,  society  memberships, 
advance  subscriptions,  etc. 

Electric  and  gas  lighting.  Town  lights.  Eyes.  For  cost  of 
lights,  see  article  in  Ladies’  Home  Journal,  Feb.,  1907. 

Education.  National,  state,  country,  town,  statistics.  Cost 
per  capita.  Value — comparison  of  financial  receipts  of  edu- 
cated and  uneducated.  Does  it  pay  financially  to  send  a 
boy  or  girl  to  college? 

Cost  of  a trip  abroad — Baedekers,  hotels,  railroads,  steam- 
ships, etc, 

Wastage  by  wars — life,  money,  business.  Russia-Japan 

war. 


110 


SEVENTH  GRADE 

See  the  list  of  texts  given  at  the  close  of  the  sixth  grade  out- 
line which  furnish  suggestive  material  for  work  similar  to  the 
foregoing. 

MANUAL  ARTS 

Problems  arising  in  school  subjects  and  in  real  life.  More 
attention  to  the  rationalizing  of  principles  and  to  the  broader  so- 
cial relationships. 

Cardboard  Modeling  and  Bookmaking:  Waste  basket,  work  box, 
portfolio,  note  books  with  covers,  booklets.  Study  of  com- 
mercial book  binding. 

Sewing:  Aprons,  drafting  of  patterns  for  underclothing  and  mak- 
ing of  the  same,  traveling  case  with  feather  stitch.  Custom 
made  clothing.  Sweat  shops.  Dress  making  as  a business. 
Styles  appropriate  to  seasons,  occasion  and  persons.  Color 
harmony  in  dress. 

Woodworking:  Window  box,  screen,  modeling  tools,  bird  house, 
clay  board,  book  stand,  simple  pieces  of  furniture  following 
the  Colonial  designs  as  met  in  history.  Models  of  block 
house,  canoe,  flat  boat,  trading  post,  communal  house. 

Metal  Working:  Such  work  in  simple  repairing  and  furnishing  of 
irons  for  other  pieces  of  work  as  can  be  easily  provided  by 
simple  forge  work.  Study  of  smelting  iron  and  processes  of 
treatment  in  making  various  grades  of  steel. 

Printing:  General  work  for  the  school  as  demands  arise. 
Drawing:  Study  of  action,  form,  proportion,  harmony,  space  re- 
lations, color,  principles  of  perspective,  composition,  rhythm. 
Printing  and  illuminating  with  special  reference  to  initial 
letters,  tail  pieces  and  chapter  headings.  Designs  for  pro- 
jects in  other  hand  work.  A calendar  of  the  year  through 
seasonal  motives  and  colorings. 

Modeling:  Tiles  for  window  box  and  for  mosaics  for  illustrative 
designs.  Statuettes  and  other  forms  to  illustrate  subjects 
from  history  and  literature. 

Picture  Study  and  Study  of  Other  Masterpieces  of  Hand  Work. 
Representative  pieces  illustrative  of  excellence  in  every  field 
of  hand  work  as  in  preceding  grades.  An  especial  study 
of  Japanese  art.  Among  the  pictures  of  this  year,  used  to 
illustrate  principles,  to  make  the  aquaintance  of  their  paint- 
ers, and  to  cultivate  taste  and  love  of  pictures,  will  be  chosen 


Ill 


SEVENTH  GRADE 

copies  from  Burne-Jones,  Rembrant,  Gainsborough,  Cor- 
regio,  Stuart,  Adam,  Duprey,  Reynolds,  Boughton,  Hogarth 
and  Turner.  Many  selections  will  be  made  as  motives  arise 
for  them  in  history,  literature,  or  other  subjects. 

Cooking:  Classification  of  foods; — carbohydrates;  fats;  proteids. 
Study  of  relative  food  values  of  meats,  vegetables,  eggs,  milk, 
cereals,  etc.,  through  tests  for  food  principles.  Effect  of 
heat  on  various  types  of  foods.  Housekeeping:  Sanitation  in 
ventilation,  cooking,  sweeping,  care  of  refrigerator,  sinks 
dishes,  cooking  utensils,  use  of  disinfectants.  Care  of  pic- 
tures, furniture,  clothing.  Laundering. 

MUSIC 

Sight  Reading.  Songs  and  exercises  in  Book  III. , Modern 
Music  Series.  Smith — Silver,  Burdett  & Co. , Chicago.  For  sup- 
plementary material,  there  will  be  used,  The  Silver  Song  Series 
Number  7,  Silver,  Burdett;  Selected  numbers  of  the  Coda, — Ginn 
& Co.,  Chicago;  The  fourth  and  fifth  books  of  the  Educational 
Music  Course, — Ginn  & Co.,  and  the  fifth  book  of  the  New  Har- 
monic Series,  Ripley  and  Tapper, — Amer.  Bk.  Co. 

Art  Songs.  Studied  to  cultivate  appreciation  and  taste. 

Scale  Drills.  Use  major,  minor  and  chromatic  scales. 

Scale  formation.  Major  and  minor  scales;  whole  and  half 
steps. 

Original  melody  and  song  construction. 

Program  Music.  Programs  and  concerts  made  up  of  regular 
class  work  to  include  art  songs  and  to  illustrate  the  particular 
types  of  music  developed  in  the  study  of  the  history  of  music. 
Occasional  author  programs  will  be  arranged,  including  both 
vocal  and  instrumental  pieces. 

History  of  Music.  Stories  of  Handel,  Haydn,  Bach,  Beethoven, 
Schubert,  Schuman,  Mendelssohn,  Wagner,  Verdi,  Grieg  and 
Liszt.  Programs  as  indicated  above  to  illustrate  the  music  of 
each  composer.  Development  of  musical  organizations  and  so- 
cieties in  recent  times.  Place  of  the  concert,  opera,  oratorio  and 
other  forms  of  musical  festivals  in  present  day  life.  Recent  de- 
velopments in  musical  instruments. 

Orchestral  practice  for  those  having  musical  instruments. 

PHYSICAL  TRAINING 

In  the  seventh  and  eighth  grades  are  found  conditions  of 


112 


EIGHTH  GRADE 

growth  which  need  much  care  and  great  variety  of  treatment.  It 
is  a period  of  rapid  growth  and  development  with  increased 
heart  action  and  many  changes  at  the  oncoming  and  development 
of  adolescence.  Much  attention  must  be  given  to  individual 
needs.  Caution  is  needed  to  prevent  overwork.  Close  attention 
must  also  be  given  to  the  formation  of  good  habits  of  posture  and 
carriage.  The  aim  of  the  work  is  to  provide  careful  exercises  to 
guard  this  development  and  to  cultivate  mental  attitudes  favor- 
able to  cooperative  and  competitive  activities  in  the  right  spirit; 
to  secure  more  exact  and  proficient  self  control  and  activity. 

In  much  of  the  work  the  seventh  and  eight  grades  will  be 
taken  together,  the  boys  forming  one  section,  the  girls  the  other 
when  division  is  made. 

Outline  for  Boys. 

General  Exercises:  Military  tactics;  strong  resistive  work 
with  relaxing  work;  jumping  and  floor  exercise;  use  of  clubs, 
bells  and  wands;  beginning  tumbling  and  mat  exercises; 
horse,  ladder  and  ring  work;  parallel  bar  and  seat  exercises. 

Games:  Basket  ball;  captain  ball;  scrimmage  ball;  contests 
of  strength  and  skill;  Races — skin  the  snake:  wheelbarrow 
race,  outdoor  athletics. 

Outline  for  girls. 

General  Exercises:  Military  tactics;  figure  marching:  fancy 
steps  and  folk  dances;  advanced  work  with  clubs,  bells, 
wands  and  balls;  ladder  and  ring  exercises:  marching  calis- 
thenics; combination  drills:  outdoor  athletics. 

Games:  Basket  ball;  captain  ball:  fox  and  hounds;  thread- 
ing the  needle;  ball  and  hoop;  relay  races. 

For  further  material  on  Gymnastics  and  games,  see  the  list 
of  sources  in  the  appendix  at  the  end  of  this  catalog. 

Hygiene:  Principles  of  physical  training;  foods;  digestion; 
circulation;  care  of  the  body  after  exercise. 

GRADE  VIII. 

ENGLISH 

Literature  and  Reading.  The  plan  of  work  fully  described  in 
the  outline  for  grade  V.  is  here  employed  also.  See  fifth  grade 
statement. 

Selections  suggested  for  class  study: 

Burns— Cotter’s  Saturday  Night. 


THE  DRAMATIC  CLUB.  1907  "SHE  STOOPS  TO  CONQUER" 


113 


EIGHTH  GRADE 

Dickens — Christmas  Carol. 

Hawthorne — The  Great  Stone  Face. 

Holmes — Old  Ironsides:  The  Spectre  Pig;  The  Last  Leaf; 
The  Boys. 

Longfellow— Tales  of  a Wayside  Inn — selections. 

Lowell — Bigelow  Papers — selections. 

Scott — The  Lady  of  the  Lake. 

Shakespeare — Julius  Caesar;  Midsummer  Nights’  Dream. 
Van  Dyke — The  Other  Wise  Man. 

Webster — Bunker  Hill  Orations;  Webster  and  Hayne  De- 
bates. 

Whittier — Barbara  Fritchie;  The  Angel  of  Buena  Vista. 
Whitman — O Captain,  My  Captain. 

List  of  books  for  individual  reading. 

Churchill,  The  Crisis — Macmillan. 

Connor,  The  Sky  Pilot — Re  veil. 

Cooper,  Last  of  the  Mohicans;  The  Pathfinder;  The  Pilot; 

The  Prairie — All  by  Rand,  McNally  & Co. 

Dana,  Two  Years  Before  the  Mast — Houghton. 

Darwin,  What  Mr.  Darwin  Saw  in  His  Voyage  around  the 
World — Appleton. 

Dickens,  David  Copperfield;  Little  Dorrit;  Old  Curiosity 
Shop — All  by  Nelson. 

Eggleston,  The  Graysons — Century  Co. 

Eliot,  Silas  Marner — Heath. 

Francillon,  Gods  and  Heroes — Ginn  & Co. 

Hapgood,  Life  of  Lincoln — Macmillan. 

Jackson,  Ramona — Little,  Brown. 

Jerome,  Three  Men  in  a Boat — Rand. 

Page,  Red  Rock — Scribners. 

Porter,  Scottish  Chiefs — Rand. 

Porter,  Thaddeus  of  Warsaw — Rand. 

Riis,  Theodore  Roosevelt  the  Citizen — Macmillan. 

Riis,  The  Making  of  an  American — Macmillan. 

Scott,  Kenilworth;  Quentin  Durward;  Rob  Roy — All  by 
Nelson. 

Smith,  Colonel  Carter  of  Cartersville — Houghton. 

Smith,  Tom  Grogan — Houghton. 

Trowbidge,  Cud  jo’s  Cave — Lee  & Shepard. 

Washington,  Up  from  Slavery — Doubleday,  Page  & Co. 


114 


EIGHTH  GRADE 

Language  and  Grammar.  The  work  in  this  grade  will  be  a 
continuation  of  that  in  the  seventh,  both  in  matter  and  method. 
See  the  seventh  grade  outline.  In  the  last  quarter  of  this  year,  def- 
inite effort  will  be  given  to  an  organization  of  the  data  of  grammar 
thus  far  presented  into  a classified  whole,  using  as  a basis  the 
text,  Modern  English,  Book  II,  by  Emerson  and  Bender,  publish- 
ed by  Macmillan. 

HISTORY 

The  development  of  our  national  life,  beginning  with  Wash- 
ington’s administration,  down  to  the  present  time.  The  method 
of  study  will  involve  the  solution  of  many  of  the  problematic  sit- 
uations which  have  arisen  in  our  history,  developing  in  pupils  the 
ability  to  marshal  the  lessons  taught  by  the  history  of  the  more 
remote  past  in  interpreting  probable  solutions  for  problems  as 
they  come  in  our  own  time.  One  dominant  aim  in  the  work  will 
be  to  try  to  show  how  the  present  may  be  understood  and  inter- 
preted in  terms  of  the  past  and  that  the  chief  value  of  the  study 
of  history  is  in  its  power  to  aid  us  in  shaping  wisely  our  conduct 
in  the  present.  The  influences  of  industrial  and  commercial  con- 
ditions and  of  geographical  factors  in  determining  much  of  our 
political  life  and  history  will  receive  due  emphasis.  Account 
will  be  taken  of  the  important  events  of  the  day  and  an  effort 
made  to  relate  them  to  the  general  movements  in  the  history  of 
the  present  time.  Note  will  be  taken  of  our  territorial  and  com- 
mercial expansion  and  of  the  free  interpretation  of  our  Consti- 
tution to  meet  unforeseen  conditions,  and  of  all  of  this  in  relation 
to  the  fact  that  we  are  now  beginning  to  realize  the  problems  of 
intensive  development  as  greater  than  those  of  this  past  century 
of  extensive  growth.  The  closing  two  months  of  the  year  will 
be  devoted  to  a brief  review  of  Federal  Civil  Government  with  a 
study  of  the  more  important  features  of  local  Civil  Government. 

The  statement  referring  to  the  list  of  books  for  seventh 
grade  supplementary  sources  applies  also  to  the  following  list. 
All  those  references  in  the  seventh  grade  list  which  are  for  the 
whole  period  of  American  history  may  be  regarded  as  appropri- 
ate for  this  grade,  also. 

Adams,  Henry,  History  of  the  United  States — Scribners,  New 
York. 

Burgess,  J.  W.,  Civil  War  and  the  Constitution;  The  Middle 


115 


EIGHTH  GRADE 

Period;  Reconstruction  and  the  Constitution — All  by  Scrib- 
ners. 

Caldwell,  American  Territorial  Development — Ainsworth  & 
Co. 

Coffin,  C.  C.,  Boys  of  1861;  Days  and  Nights  on  the  Battle 
Field;  Estis  Pub.  Co.,  Boston;  Drum  Beat  of  the  Nation — 
Harpers. 

Dodge,  Bird’s  Eye  View  of  the  Civil  War — Houghton,  Mifflin 
& Co. 

Hart,  A.  B.,  American  History  Told  by  Contemporaries,  Vols. 
Ill  and  IV. — Macmillan.  Formation  of  the  Union — Long- 
mans, Green  & Co.;  The  American  Nation.  Vols.  XIV., 
XV.,  XVII.,  XVIII— Harpers. 

Johnston,  American  Politics — Henry  Holt  & Co. , Chicago. 
Lodge,  H.  C. , Daniel  Webster — Houghton,  Mifflin  & Co. 
Lathrop;  L.  K.,  William  H.  Seward — Houghton. 

McCall,  S.  W.,  Thaddeus  Stevens — Houghton. 

Macdonald,  Select  Documents  in  American  History — Mac- 
millan. 

Morse,  J.  T. , John  Quincy  Adams — Houghton. 

Morse,  J.  T. , Abraham  Lincoln — Houghton. 

Rhodes,  History  of  United  States  Since  the  Compromise  of 
1850,  six  volumes — Macmillan. 

Schouler,  History  of  the  United  States,  six  volumes — Dodd, 
Mead  & Co. 

Stanwood,  History  of  the  Presidency — Houghton,  Mifflin  & Co. 
Sumner,  W.  G.,  Andrew  Jackson — Houghton. 

Von  Holst,  John  C.  Calhoun — Houghton. 

Wilson,  Woodrow,  Division  and  Reunion — Longmans,  Green 
& Co. 

When  available,  periodical  literature,  by  the  aid  of  Pool’s 
Index  and  the  Reader’s  Guide,  will  be  used.  Standard  current 
magazines  and  reviews  will  be  used  extensively  for  current  his- 
tory. 

GEOGRAPHY  AND  NATURE  STUDY 
The  United  States — An  intensive  study  of  the  Industrial  and 
Commercial  Life  on  a Regional  Basis  with  Constant  Reference 
to  Regions  with  Similar  Life  in  Other  Countries. 

Heretofore  in  the  study  of  our  own  continent  the  method  of 
study  has  been  largely  from  consequence  to  cause.  Children 


116 


EIGHTH  GRADE 

have  now  reached  a stage  of  development  and  maturity  which 
makes  possible  an  organization  of  their  knowledge  into  definite 
principles.  No  better  means  of  developing  and  applying  con- 
cretely these  principles  can  be  devised  than  by  combining  re- 
gional geography  with  the  industrial  and  commercial  life  depend- 
ent upon  it. 

As  a basis  of  comparison  and  as  a means  of  developing  the 
method  of  study,  an  intensive  study  of  a typical  local  industry  is 
made.  Because  of  its  local  importance  we  have  chosen  the  Clay 
Industry  of  Macomb. 

A.  The  Macomb  Potteries. 

1.  Natural  Resources — determining  factors — Geographical 

Controls. 

a.  Clay — Location — Method  of  Obtaining — Composition — 

Its  Geological  Story — Kinds — Supply  Available. 

b.  Coal — Supply  adjacent  to  Macomb. 

c.  Sand — Supply  adjacent  to  Macomb. 

2.  Making  Pottery. 

a.  Preparing  Clay-Procuring-washing-slushing-pressing 

pugging-grinding. 

b.  Molding-Old  and  new  processes  compared. 

d.  Slipping.  e.  Burning. 

3.  Disposing  of  product-three  grades.  Firsts-Seconds- 

Chuck. 

a.  Macomb  markets  b.  Transportation,  c.  Account  of 
business  in  Macomb. 

4.  The  Pottery  Trust. 

a.  Its  effect  upon  Macomb  industry. 

B.  Allied  Industries  in  Macomb. 

1.  The  Sewerpipe  and  Tile  Industries. 

Process  of  manufacture  and  relative  value  of  business 
compared  with  the  potteries. 

2.  The  Brick  Factory. 

Process  of  manufacture  and  relative  value  of  business, 
compared  with  those  of  the  potteries  and  sewerpipe  fac- 
tories. 

C.  The  Clay  Industry  in  General;  a comparative  study. 

1.  Historic  study  of  the  industry. 

a.  The  Grandmother  Kaolin  Myth.  b.  Early  methods  of 


117 


EIGHTH  GRADE 

making  pottery,  bricks,  tile,  etc.  c.  The  American 
Indian  pottery. 

d.  The  potter’s  wheel,  e.  Chinese  pottery,  f.  Jap- 
anese pottery,  g.  Indian  pottery,  h.  Egyptian 
pottery,  i.  Grecian  pottery,  j.  Roman  pottery. 

k.  Italian  pottery — Majolica.  (Spanish  and  Mexican 

pottery.) 

l.  French — Life  of  Bernard  Palissy — Haviland. 

m.  German-Dresden.  n.  Dutch-Royal  Copenhagen,  Delft. 

0.  English-Staffordshire  ware,  Life  of  Wedgewood,  Ba- 

saltes-Lustres. 

p.  American-  Rook  wood-  Grueby-  Newcomb-  Teco-Lou- 
welsa-Losanti-Dedham-Van  Briggles-Trenton,  N.  J. 
Tableware. 

2.  Correlation  with  Literature. 

a.  Selections  from  the  Bible,  b.  Longfellow’s  Keramos. 
c.  VanDyke’s  A Handful  of  Clay.  d.  Omar-Ruby iat. 
References. 

1.  Sturgis  American  Pottery — Scribner,  Vol.  32,  page  637, 

Vol.  33,  p.  381. 

2.  Barber-The  Pottery  and  Porcelain  of  the  United  States 

-Putnams. 

3.  Barber- Anglo-American  Pottery-Patter  son  and  White. 

4.  Frantz,  Henry-French  Pottery  and  Porcelain-Scribner 

5.  Moore- -The  Old  China  Book- -Stokes. 

6.  Walters-History  of  Ancient  Potteries-Vols.  I and  II. 

Scribners. 

7.  Barber-Tin  Enameled  Pottery.  Doubleday  Page  and  Co. 

8.  “Grandmother  Kaolin”,  in  Howliston-Cat  Tails  and 

Other  Tales-A.  Flanagan. 

9.  Longfellow-Keramos. 

10.  “A  Handful  of  Clay”,  in  Van  Dyke-The  Blue  Flower- 

Scribners. 

11.  The  Bible. 

12.  Omar,  Rubyiat-Little,  Brown  and  Co.  or  Houghton. 
Following  the  study  of  one  industry  as  a type,  will  come  an 

intensive  study  of  the  industries  of  the  United  States,  in  their 
regional  settings. 

II.  The  New  England  Group. 

This  group  is  a unit  in  itself,  containing  types  of  some  of  the 


118 


EIGHTH  GRADE 

important  physiographic  to  be  features  met  in  studying  the  var- 
ious regions,  the  coastal  plain,  the  “fall  line”,  the  plateau  and  the 
mountain.  A careful  study  of  this  unit  will  serve  for  comparison 
in  the  rest  of  the  work. 

A.  Physiography-Geographic  Controls. 

1.  Geological  history- effects  of  glaciation,  vulcanism,  dias- 

trophism,  weathering,  erosion,  denudation. 

2.  Surf  ace- worn  down  plateau-the  low  plains  of  glacial 

origin-rivers-Merrimac  as  type  furnishing  water  pow- 
er-drumlins,  irregular  coast  line-soils-distribution  of 
upland  and  lowland. 

3.  Climate. 

4.  Resources-  marbles-  - granite-  - slate-  - limestone-  -iron-f  or- 

ests--fish. 

B.  Development  of  Industrial  Life. 

1.  Influence  of  physiography  upon  early  history-harbor 

climate  and  soil  in  influence  upon  agriculture-fish- 
ing and  its  resultant  influence  upon  lumbering,  ship- 
building and  commerce. 

2.  Early  Industries — fishing — lumbering — iron  manufac- 
ture— factories  and  mills  for  cotton  and  woolen  goods — 
leather  products — rum  manufacture — foreign  slave 
trade. 

3 Changes  in  Industries — decline  of  fishing — decline  of 
agricultural  industries  on  farms — market  gardening — 
cotton  manufacturing  shifting  to  southern  states — sum- 
mer resort — new  attitude  toward  forests — dairying. 

4.  Cities-Boston,  seaport,  center  traffic — Lowell,  spinning 
— study  great  factory  system — Gloucester,  fishing — 
Fall  River,  combines  water  power  and  tidal  highway — 
Bangor,  lumbering — life  in  a lumber  camp — Rutland, 
quarrying — study  the  quarrying  industry — Lynn,  tan- 
ning— Sb.  Albans — dairying. 

C.  Commercial  Life. 

1.  Land  and  water  routes  furnishing  commercial  possi- 
bilities. 

2.  Effect  of  topography  upon  western  trade. 

III.  New  York  State. 

A.  Physiography — Geographic  controls. 

1.  Geological  history — early  drainage  across  Pennsyl- 


119 


EIGHTH  GRADE 

vania— making  the  Mohawk  Valley,  effects  of  glacia- 
tion, outlet  for  Great  Lakes — the  Hudson  valley. 

2.  Surface — Mohawk  valley — Hudson  valley  Lake  region 
in  southwestern  New  York — Catskill  Mountains — 
Niagara  escarpment — New  York  Harbor — distribution 
of  highlands  and  lowland — drainage — soils . 

3.  Climate. 

4.  Resources — forests  of  Adirondack  Highland  and  Alle- 
ghany Plateau — marble — building  stone — cement — oil — 
salt  — fish — soils. 

5.  Influence  of  topography  of  New  York  upon  the  Revo- 
lution. 

B.  Development  of  Industrial  Life. 

1.  Early  fur  trade  with  the  Iroquois.  2.  Dutch  Manorial 
life. 

3.  Modern  industries — market  gardening — grape  raising 
— study  of  vineyards  of  Cattaraugus  and  Chautauqua 
Counties — dairying — lumbering — quarrying — fishing — 
manufacturing — commerce . 

4.  Cities — New  York,  study  of  its  development  as  our 
greatest  trade  center;  influence  of  harbor,  of  Erie  Canal; 
its  rivalry  with  Boston:  its  possibility  of  future  growth. 

5.  Significance  of  names  in  their  historic  relationships. 

C.  Commercial  Life — advantage  of  location  upon  commerce 

— elements  which  may  alter  this  advantage — volume 
of  world’s  business — Ellis  Island — leading  commercial 
routes  centering  here. 

IV.  Atlantic  Coastal  Plain. 

A.  Physiography — Geographic  Controls. 

1.  Geological  history — oscillations  of  sea  shore — work 
of  streams — diastrophic  islands. 

Surface — few  hills — slightly  terraced  by  bluffs — exten- 
sive marshes — rich  soil — irregular  coast  line — lines  of 
drainage — drowned  valleys — study  of  Chesapeake  Bay — 
Harbors. 

3.  Climate — variation  in  summer  and  winter,  north  and 
south. 

4.  Resources — fish — soil — forests. 

B.  Development  of  Industrial  Life. 

1.  Influence  of  physiography  upon  early  history — tobacco 


120 


EIGHTH  GRADE 

plantations  in  Virginia — lack  of  good  harbors  a cause  of 
slow  development  of  North  Carolina — climate  and  early 
culture  of  cotton  and  rice,  developing  overseer  system  of 
slavery  in  South  Carolina — slave  trade. 

2.  Industriest 

a.  Farming  and  trucking  in  New  Jersey.  Fruit  rais- 
ing in  Delaware. 

c.  Oyster  fishing  in  Chesapeake  Bay.  d.  Tobacco  rais- 
ing in  Virginia. 

e.  Rice  in  South  Carolina,  f.  Forestry — producing 
lumber,  resin,  etc.  in  North  Carolina. 

3.  Cities — Atlantic  City,  N.  J. — Norfolk,  Va. — Wilming- 
ton, N.  C.  Charleston,  S.  C. — Savannah,  Ga. 

C.  Commerce — Coastwise  commerce — Baltimore’s  growing 
commerce. 

V.  Piedmont  Region — “Fall  Line”. 

A.  Physiography — Geographic  Controls. 

1.  Geographical  history — reduction  to  peneplains — irreg- 
ular elevation  to  plateaus — tilting  eastward — carving  of 
valleys. 

_ 2.  Surface — largely  plains — some  hills — “fall  line” — soil 
— drainage. 

3.  Climate. 

4.  Resources — lumber — quartz — waterpower. 

B.  Development  of  Industrial  Life. 

1.  Influence  of  the  “fall  line”  upon  location  of  Indian  vil- 
lages, colonial  towns,  and  modern  cities. 

2.  Cities — Trenton  and  Patterson,  N.  J. — Baltimore,  Md. 
— Philadelphia,  Penn. — Washington  D.  C. — Richmond 
and  Petersburg,  Va. — Raleigh,  N.  C. — Columbia,  S. 

C. — Augusta  and  Macon,  Ga. — Montgomery,  Ala. 

A study  of  Trenton  as  a type  closely  related  to  our 
local  clay  industry. 

VI.  The  Barriers. 

A.  Appalachian  Highland — “Old  Land  Belt” — Northern 
Pennsylvania — Virginia — Southern  North  Carolina — 
South  Carolina — Tennessee — Kentucky. 

1.  Its  Physiography. 

a.  Geological  history — diastrophism,  tilting  toward 


121 


EIGHTH  GRADE 

Atlantic  and  toward  Ohio,  folding  in  two  regions — 
erosions. 

b.  Surface — ranges  cut  by  the  water  gaps — interven- 
ing valleys. 

c.  Influence  upon  early  history  of  United  States. 

2.  Industries — agriculture  in  the  valleys — mountains  left 
in  forest. 

B.  Great  Valley — Appalachian  Valley. 

In  New  York,  the  Wallkill  Valley.  In  Pennsylvania,  to- 
ward the  Maryland  line,  Cumberland  Valley.  In  Virgin- 
ia, Shenandoah  Valley.  An  intensive  study  of  the  Shen- 
andoah valley. 

1.  Physiography. 

a.  Geological  history — due  to  etching  out  of  shales 
and  limestones. 

b.  Soils  rich — surface  admits  of  many  railroads — 
river  courses. 

c.  Boundaries. 

2.  Influence  on  history. 

a.  In  immigration  west.  b.  In  Civil  War.  c.  Roads 
through  to  the  west. 

3.  Industries — greatly  varied. 

4.  Cities — Harrisburg,  Pa. — Chattanooga  and  Knoxville 
Tenn. 

Influence  of  topography  of  Chattanooga  on  Civil  War. 

C.  Alleghany  and  Cumberland  Plateaus. 

1.  Physiography  of  two  compared. 

a.  Difference  in  climate  and  drainage  of  the  two. 

b.  Geological  history — tilting — erosion. 

c.  Climate. 

d.  Resources — coal,  iron,  oil,  lumber. 

2.  Development  of  Industrial  Life. 

a.  Early  migration  to  head  waters  of  Ohio. 

b.  Study  of  Coal  Industry — lignite — cannel — anthracite 
-bituminous — area  of  field — supply  of  coal — form- 
ation of  coal — methods  of  mining — means  of  trans- 
portation — life  of  miners — comparison  with  other 
coal  fields  of  the  United  States  and  in  other 
countries. 


122 


EIGHTH  GRADE 

c.  Study  of  Iron  Industry — deposits  of  iron — geolog- 
ical story — mining — smelting — making  cast  iron — 
steel,  various  processes — life  of  the  workers  in  iron 
— making  a cast — study  of  Macomb  foundry  as  a 
type — comparison  with  other  iron  deposits  of  the 
world. 

Study  of  petroleum  industry  through  different 
stages  of  refinement — Standard  Oil  Company — 
Comparison  with  world  supplies, 
e.  Natural  gas.  f.  Coke 

g.  Cities — Pittsburg,  Pa. — Wheeling  W.  Va. — Cleve- 
land O.  in  relation  to  Pittsburg  and  iron  mines  of 
Superior  region — Scranton,  Pa.  Wilkesbarre,  Pa. 
Nashville,  Tenn. 

3.  Commerce — Problem  of  transporting  coal,  iron,  oil  and 
gas  to  markets  of  the  world — importance  of  iron  indus- 
try to  all  other  industries,  railroads,  buildings,  ships, 
etc. 

VII.  The  Great  Lake  System  and  Lake  Plains. 

A.  Physiography. 

1.  The  geological  history  of  the  lakes — influence  of  gla- 
ciers— their  growth — drainage  through  the  Mississippi, 
Mohawk,  Ontario  and  Georgian  Bay  and  through  the 
St.  Lawrence. 

2.  The  geological  history  of  the  lake  plains — influence  of 
glaciers — growth  of  land — growth  of  divide  giving  rise 
to  the  need  of  portages — more  recent  diastrophism  and 
its  effect  upon  Niagara  Falls — Origin  of  many  lakes. 

3.  Surface — lake  region — sand  dunes — treeless  prairies — 
soils — drainage. 

4.  Climate — path  of  storm  centers — exposure  to  north — 
influence  of  lakes. 

5.  Resources — copper — iron — clay  beds — coal — water  pow- 
er— fertile  soil — summer  resort  opportunities — forests 
to  the  north. 

B.  Development  of  Industrial  Life. 

1.  Influence  of  physiography  upon  early  history. 

a.  Lakes  a gateway  to  the  interior  for  the  French 
fur  trade — use  of  portages. 

b.  Ohio  in  its  influence  upon  emigration. 


123 


EIGHTH  GRADE 

c.  George  Rogers  Clarke’s  influence. 

d.  Significance  of  names. 

2.  Early  industries — fur  trade — farming. 

3.  Present  industrial  life — copper  mines  of  Superior — 
fruit  raising  in  Michigan — Lumbering  in  Michigan  and 
Wisconsin — wheat,  corn  and  cattle  in  Illinois — factor- 
ies of  Illinois — packinghouse  industry  of  Chicago — 
coal  industry  of  Illinois.  Niagara  water  power  indus- 
tries— steel  industry  of  Chicago — coal  industry  of  Illi- 
nois. 

4.  Cities — Chicago,  study  of  its  growth  as  a trade  center. 
Milwaukee,  Wis. , brewery — Detroit,  Mich. , — Duluth  , 
Minn.,  grain  market — Cleveland,  Ohio. — Buffalo,  N.  Y. 
Sault  Ste.  Marie,  Mich. — Grand  Rapids,  Mich. — Min- 
neapolis, Minn. 

C.  Commercial  Life — Influence  of  Erie  Canal  upon  this  re- 
gion— possibilities  of  Ontario  Canal — Chicago  Drainage 
Canal — volume  of  world’s  business  passing  through 
Detroit — locks  of  the  “Soo” — influence  of  railroads. 

VIII.  The  Gulf  Plains. 

A.  Physiography. 

1.  Geological  history — condition  in  glacial  age — growth 
by  erosion — coral  influence  in  Florida. 

2.  Surface — soil drainage swamp  region shoreline 

features. 

3.  Climate.  Excessive  rainfall  and  heat. 

4.  Resources — woods,  cypress,  etc — coal — iron. 

B.  Industrial  Life. 

1.  Influence  of  physiography  upon  early  history  - slavery. 

2.  Early  industries — influence  of  slavery  upon  labor  pro- 
lems. 

3.  Modern  industrial  tendencies — the  Negro  problem  in 
industrial  life-recent  movement  in  cotton  manufacture- 
cotton  industry — sugar  cane  industry — rice — fruit  rais- 
ing— lumbering. 

4.  Cities — New  Orleans  as  a tra^e center — compared  with 
Chicago  and  New  York — Key  West,  its  possibilities — 
Birmingham,  Ala.  cotton  mills — Galveston  Texas. 

C.  Commercial  Life — influence  of  Mississippi  upon  growth 


124 


EIGHTH  GRADE 

of  New  Orleans — influence  of  Panama  Canal  upon  New 

Orleans  and  Key  West — the  “Black  Belt”. 

IX.  The  Great  Plains. 

A.  Physiography. 

1.  The  Mississippi  Valley. 

a.  Geological  history — growth  by  erosion — degrada- 
tion— glaciation. 

b.  Surface — soils — drainage. 

c.  Climate — meteorlogical  storm  belts. 

d.  Resources. 

e.  Industrial  life — agricultural,  corn,  fruit,  wheat,  al- 
falfa, oats — stock  raising — coal  mining. 

f.  Cities — St.  Louis,  Mo. 

2.  Ozark  Plateau. 

a.  Geological  history — faulting — folding — age. 

b.  Surface. 

c.  Resources — iron — zinc — lumber. 

d.  Industrial  life — mining — lumbering — fruit  growing. 

3.  The  Plateau  Region — “Where  little  rain  falls.” 

a.  Geological  history — sea  floor — diastrophism — ero- 
sion. 

b.  Surface  soils,  drainage. 

a. — Black  Hills,  b. — Bad  Lands,  c. — Platte  Pla- 
teaus. d. — Arkansas  Plateaus,  e. — Red  River 
Valley,  f. — Llano  Estacado. 

c.  Climate — rainfall,  influence  of  cultivation — winds — 
storms. 

d.  Resources  of  each  of  the  regions. 

e.  Industrial  life. 

a. — Early  attempts  and  failure,  b. — Adaptation 
of  products  to  soil  and  climate,  c. — The  problem 
of  irrigation — volume  of  rainfall  in  proportion  to 
arid  lands — regulation  of  water  supply — increased 
valuation  of  land — possibilities  of  future  develop- 
ment. d. — The  cattle  ranch,  e. — Trails  and  rail- 
roads. 

f.  Cities— Kansas  City,  Mo. — Omaha,  Neb. — Chey- 
enne, Wyo. — Denver,  Col. — Oklahoma  City,  Ok. 

X.  The  Rocky  Mountains. 

A.  Physiography — Geographic  Controls. 


125 


EIGHTH  GRADE 

1.  Geological  history,  including  formation  of  mineral  de- 
posits— vulcanism — diastrophism — degradation. 

2.  Surface — soil — drainage. 

a.  Stony  mountains — drained  by  Missouri,  Snake  and 
Columbia — study  of  the  Yellowstone  National  Park. 

b.  The  Park  Mountains,  southern  Wyoming,  central 
Colorado,  northern  New  Mexico — study  of  Parks, 
especially  the  Garden  of  the  Gods — Pike’s  Peak. 

3.  Climate — influence  of  heights  on  climate  and  vegeta- 
tion— rainfall. 

4.  Resources — gold,  silver,  copper. 

B.  Industrial  Life. 

1.  Gold-mining — hydraulic,  placer  mining — a study  of  this 
as  an  industry  in  its  historic  relations.  2.  Silver  min- 
ing. 3.  Copper  mining. 

4.  Sheep  raising — life  as  a sheep  herder. 

5.  Irrigation  as  connected  with  agriculture. 

6.  Cities — Butte  and  Helena,  Mont. — Laramie,  Wyo. — 
Leadville  and  Cripple  Creek,  Colo. 

C.  Commercial  Life. — problems  of  transportation — railroads. 

XI.  Columbia  Plateau  and  similar  regions  in  Alaska. 

A.  Physiography — Geographic  Controls. 

1.  Geological  history — old  sea  bed — diastrophism — vulcan- 
ism— lava  flows — erosion. 

2.  Surface — drainage — soils.  3.  Climate — rainfall. 

4.  Resources — gold — silver — soils. 

B.  Industrial  Life. 

1.  Mining.  2.  Irrigation  projects.  3.  Herding.  4. 
Agriculture. 

XII.  Colorado  Plateaus. 

A.  Physiography — Geographic  Controls. 

1.  Geological  history — sea  floor — irregular  diastrophism — 
forming  lake  basins — erosion. 

2.  Surface — Study  of  Grand  Canyon — drainage. 

3.  Climate.  4.  Resources. 

B.  Industrial  Life.  Limited  irrigation — type  of  inhabitants 
— influence  of  climate  upon  early  inhabitants — life  of  cliff 
dwellers — health  resorts. 

XIII.  Great  Basin'. 

A.  Physiography — Geographic  Controls. 


126 


EIGHTH  GRADE 

1.  Geological  history — vulcanism — diastrophism — faults 
— history  of  Salt  Lake. 

2.  Surface — study  of  Salt  Lake  region — block  mountains 
— lakes,  permanent  and  extinct. 

3.  Climate — arid  region,  reasons.  4.  Cities — Salt  Lake 
City. 

B.  Industrial  Life. 

1.  Irrigation — the  Mormon  movement. 

2.  Experiment  of  the  Government  in  date  palm. 

3.  San  Carlos  dam. 

XIV.  Pacific  Slope,  inclusive  of  Alaska. 

A.  Physiography — Geographic  Controls. 

1.  Geological  history — age — diastrophism — vulcanism — 
faults — erosions. 

2.  Surface — drainage — soils — shore  line,  contrasted  with 
Atlantic — study  of  San  Francisco  Bay — the  Yosemite 
Valley — Puget  Sound — extinct  volcanoes — study  of  Mt. 
Shasta — ranges. 

3.  Climate — summer  and  winter — relation  to  winds — dis- 
tribution of  rainfall. 

4.  Resources — big  trees — gold — silver — fruits — fish — soils. 

B.  Industrial  Life, 

1.  Influence  of  physiography  upon  history — early  coast 
explorers — nearness  to  Spanish  influence  through  Mex- 
ico— overland  routes — the  discovery  of  gold. 

2.  Industries — agricultural  areas — influence  of  irrigation 
— wheat,  oranges,  figs — varied  fruit  possibilities  of 
northern  sections — fishing,  salmon,  oysters,  halibut, 
seal — mining — lumbering — ostrich  farming. 

3.  Cities — San  Francisco,  Cal., — Seattle,  Wash., — Port- 
land, Ore., — Los  Angeles,  Cal., — Spokane,  Wash. 

C.  Commercial  Life.  Commercial  advantage  of  location — 
influence  of  Panama  Canal — labor  problems  through 
aliens. 

XV.  Summary. 

1.  The  railroad  systems  of  the  United  States.  2.  Inter- 
state commerce. 

3.  Steamship  connection  with  foreign  countries. 

4.  Merchant  Marine.  5.  Ship  Subsidy.  6.  Our  Consul- 
ar Service. 


127 


EIGHTH  GRADE 

7.  The  work  of  the  Agricultural  Department. 

8.  Forest  Reserves.  9.  The  weather  Bureau. 

10.  The  work  of  the  Department  of  Commerce  and  Indus- 
tries. 

11.  The  stages  of  industrial  life. 

12.  Future  growth  through  intensive  development. 

13.  Interdependence  and  social  relationships  through  the 
varied  industries  of  our  country. 

References. 

A.  List  for  use  of  children. 

1.  Dodge’s  Advanced  Geography.  Rand,  McNally  & Co. 

2.  Shaler — Story  of  our  Continent.  Ginn  & Co. 

3.  Brigham — Geographic  Influence  in  American  History.  Ginn 

& Co. 

4.  Russell — Glaciers  in  North  America.  Ginn  & Co. 

5.  McMurry — Type  Studies  in  Geography.  Macmillan. 

6.  Adams — Commercial  Geography.  Appleton. 

7.  Trotter — Commercial  Geography.  Macmillan. 

8.  Shaler — First  Book  in  Geology.  Heath. 

9.  Tarr  and  McMurry — Complete  Geography.  Macmillan. 

10.  Rocheleau — Great  American  Industries.  Books.  I,  II  and  III. 

Flanagan. 

11.  Lane — Industries  of  Today.  Ginn. 

12.  Heilprin — The  Earth  and  its  Story.  Silver,  Burdette. 

13.  Fairbanks — Rocks  and  Minerals.  Ed.  Pub.  Co. 

14.  Lyde — Man  and  his  Work;  Man  and  his  Markets.  Adam  and 

Charles  Black. 

15.  Roth — First  Book  of  Forestry.  Ginn. 

16.  Chamberlain — How  We  Are  Clothed.  Macmillan.  How  We 

Are  Fed.  Macmillan. 

17.  Chase  and  Clow — Stories  of  Industries,  Yol.  I and  II.  Educa- 

tional Pub.  Co. 

18.  Lock — Spon’s  Encyclopedia  of  Industrial  Arts,  Vol.  I,  II  and 

III.  Spon  and  Chamberlain. 

19.  Cochrane — Romance  of  Industry  and  Invention.  Chambers. 

20.  Hale — Stories  of  Invention — Little,  Brown  & Co. 

21.  Pinchot— A Primer  of  Forestry,  Yols.  land  II.  Gov.  Print. 

Office. 

22.  Harrington— About  the  Weather.  Appleton. 

23.  Muir — The  Mountains  of  California.  The  Century  Co. 


128 


EIGHTH  GRADE 

24.  Wilkinson — The  Story  of  the  Cotton  Plant.  Appleton. 

25.  Gifford — Practical  Forestry.  Appleton. 

26.  Martin — Home  Life  on  an  Ostrich  Farm.  Appleton. 

B.  List  for  the  use  of  the  teacher. 

1.  Monographs — The  Physiography  of  the  United  States. 

A.  B.  C. 

2.  Semple — American  History  and  its  Geographic  Conditions. 

Houghton. 

3.  Shaler— Nature  and  Man  in  America.  Scribners. 

4.  Bonney — Ice-Work,  Present  and  Past.  Appleton. 

5.  Wright — Industrial  Evolution  of  the  United  States.  Scribners. 

6.  Mead — Irrigation  Institutions.  Macmillan. 

7.  Bailey — Cyclopedia  of  American  Agriculture.  Macmillan. 

8.  Hunt — The  Cereals  of  America.  Orange,  Judd  & Co. 

9.  Myrick — The  Book  of  Corn.  Orange,  Judd  & Co. 

10.  Fernow — Economics  of  Forestry.  Crowell. 

11.  Green — Principles  of  American  Forestry.  Wiley  & Sons. 

12.  Sargent — Corn  Plants.  Houghton. 

13.  Keeler — Our  Native  Trees.  Scribners. 

14.  Waldo — Elementary  Meteorology.  A.  B.  C. 

15.  Tarr — Economic  Geology  of  the  United  States.  Macmillan. 

16.  Roberts — The  Anthracite  Coal  Industry.  Macmillan. 

17.  Martin — The  Story  of  a Piece  of  Coal.  Appleton. 

18.  Coman — Industrial  History  of  the  United  States.  Macmillan. 

19.  Industrial  America.  Scribner. 

20.  Hilgard — Soils.  Macmillan. 

21.  King — Irrigation  and  Drainage.  Macmillan. 

22.  Review  of  Reviews.  May,  1907. 

23.  Schuyler — American  Diplomacy. 

24.  Newell — Irrigation  Institutions.  Crowell. 

See  also — Congressional  Directory— Census  Reports — Bulle- 
tins from  Agricultural  Department. 

NATURE  STUDY 


Bird  Studies. 

Study  economic  phases.  Such  topics  as  “The  Economic  Val- 
ue of  the  Bob  White”,  “The  Destructive  Tendencies  of  the  Crow”, 
“Why  a Bounty  is  Offered  for  Killing  English  Sparrows”,  etc., 
will  be  worked  out. 


THE  HONG  BRIDGE 


129 


EIGHTH  GRADE 

Garden. 

In  continuing  the  use  of  the  garden  as  a place  of  experimen- 
tation, attention  will  be  given  to  the  various  means  of  plant 
propagation,  budding,  layering,  etc.  Pollenation  by  winds,  in- 
sects and  birds  will  be  considered,  and  the  general  problem  of 
cross  fertilization  will  be  investigated  by  experiment,  using  corn, 
petunia,  pansies,  etc.  An  account  of  the  work  of  Burbank  will 
be  given  in  this  connection.  An  effort  will  be  made  to  create  an 
interest  in  the  general  problem  of  biologic  evolution  through 
numerous  references  to  the  literature. 

The  insects  and  other  pests  of  wheat  and  corn  in  Illinois  will 
be  considered  in  the  light  of  reports  from  the  Agricultural  College 
and  of  experiments  in  the  school  garden  and  experiment  plots. 

A somewhat  detailed  study  of  soil  fertility,  the  use  of  legumes 
and  the  great  problem  of  artificial  fertilizers  will  be  made. 
Physical  Phenomena. 

A study  of  the  winds,  storms,  rainfall,  temperature  in  their 
effect  upon  the  economic  questions  of  this  and  other  regions,  as 
referred  to  in  the  geography. 

A study  of  the  almanac — its  essential  phases.  Principal 
constellations. 

MATHEMATICS 

The  emphasis  is  on  number  as  a means  of  analyzing  the  more 
intricate  phases  of  common  business  procedure.  Fully  as  much 
value  is  attached  to  the  correct  appreciation  of  the  methods  and 
processes  of  business  as  to  technical  number  manipulation.  It 
is  expected  that  the  pupil  will  leave  the  grade  capable  of  using 
number  as  a tool  to  serve  his  purposes,  and  with  a thorough 
mastery  of  all  common  number  facts  and  processes. 

New  Number  Theory. 

Review  of  principles,  considered  generally,  with  special  em- 
phasis on  reasonable  short-cuts.  General  multiplication 
and  division. 

General  theory  of  decimals,  but  actual  use  confined  to  “ten- 
thousandth”  as  the  limit.  General  ideas  of  involution  and 
evolution.  Rational  estimating.  Theory  of  square  root. 
Material  suggestive  of  typical  live  sources  for  problems: 

Farming.  Choice  of  crops;  preservation  and  building  up  of 
farms;  economics  of  spending  freely;  does  it  pay  to  own  a 


130 


EIGHTH  GRADE 

farm? — wheat,  corn,  oats, — areas,  average  yield,  prices,  lo- 
calities; rotation  of  crops,  fertilizing,  etc.,  noting  especial- 
ly local  and  state  conditions.  Much  work  based  on  our 
own  gardening  experiments. 

House  building,  involving  some  study  of  forests,  transporta- 
tion, lumber  yards,  contracting,  mechanics,  wages  and 
work.  Also  a study  of  relative  values,  costs,  etc.,  of  other 
building  materials  than  lumber,  as  brick,  concrete,  etc. 
We  build  a model  house. 

Transportation.  Wagon,  steamer,  train,  electric  cars;  his- 
tory, development,  rates,  etc.  Kind  and  sizes  of  cargoes; 
speeds,  etc.,  in  connection  with  geography. 

Rents.  Does  it  pay  to  own  a house? 

Corporations.  Stocks,  bonds,  private  and  public  corpora- 
tions, in  simplest  details. 

National  debt  and  methods  of  meeting  national  expenses- 
tariifs,  revenues,  etc. 

National  postal  business. 

Building  and  loan  association  business. 

Life  insurance  business,  simplest  standard  forms. 

Measuring  systems;  their  development;  our  system;  the  met- 
ric system. 

Areas  and  volumes  of  similar  figures. 

Educational  statistics. 

Text  books  furnishing  suggestive  work  most  nearly  fitting 
the  child’s  needs  are  indicated  at  the  close  of  the  outline  in  math- 
ematics for  the  sixth  grade. 

MANUAL  ARTS 

Problems  arising  from  school  and  life  needs.  Broad  rela- 
tionships of  work  done  to  industrial  life  as  a whole  emphasized. 
Principles  emphasized  as  much  as  consistently  possible.  Data 
in  each  field  somewhat  summarized  and  organized.  As  in  all 
other  grades,  technical  skill  is  duly  subordinate  to  intelligent 
thinking  on  the  meaning,  significance  and  principles  involved  in 
each  piece  of  work. 

Sewing:  Dressmaking  and  Millinery.  Unlined  waist  or  dress; 

study  of  cost,  width,  quality  and  relative  value  of  cloth  of 

different  kinds;  planning  and  cutting  of  material;  styles  ap- 
propriate to  seasons,  occasions  and  persons;  color  harmony 


131 


EIGHTH  GRADE 

in  dress;  dyeing;  economics  of  dress.  Making  and  trimming 
hats;  study  of  materials  as  to  cost,  quality  and  relative  value; 
styles  appropriate  to  seasons,  occasions,  dress  and  persons; 
color  harmony  in  head  dress;  economics  of  millinery. 

Woodworking:  Building  a model  of  house  using  types  of  the  most 
recent  approved  construction;  coat  hanger;  tray;  book  rack; 
foot  stool;  plant  stand;  clock  case;  clay  boards;  modeling, 
tools;  potter’s  wheel;  window  box.  Models  of  cotton  gin, 
mining  tools,  steamer,  canal  lock,  windlass;  pile  driver, 
crane,  bridge,  telegraph  instrument,  etc. 

Printing:  General  work  as  needed  by  the  school,  using  the 
school  press. 

Drawing:  Study  of  all  the  more  fundamental  principles  develop- 
ed through  usage  up  to  this  time.  Principles  to  be  taught 
through  work  done  and  through  the  study  of  masterpieces. 
Toward  the  close  of  the  year  a definite  effort  to  rationalize 
the  drawing  into  the  more  fundamental  principles  is  made. 
Illustrations  in  literature  and  history.  Study  of  book  and 
magazine  illustrations  and  advertisements.  Posters.  De- 
signs for  wallpaper  used  in  the  house  built,  for  stencils  for 
cushion  covers  and  for  all  projects  made  in  other  fields  of 
hand  work.  Decorative  design  in  especial  connection  with 
pottery  study.  Mural  decoration  studied. 

Modeling:  Relief  forms  for  geography;  tiles  for  wall  decoration; 
vase  forms  in  especial  connection  with  pottery  study.  Stat- 
uettes and  animal  forms. 

Picture  Study  and  Study  of  Other  Masterpieces  of  Hand  Work. 
Representative  pieces  in  all  fields  of  handwork  as  in  other 
grades.  In  the  field  of  picture  study,  especial  attention  will 
be  given  to  mural  decoration  and  the  mural  painters  of  today 
in  this  country.  Ancient  and  modern  methods  compared.  The 
several  historic  schools  of  art  will  be  studied  in  relation  to  typi- 
cal painters  and  their  paintings.  Among  the  artists  consid- 
ered will  be  such  typical  painters  as  Raphael,  Titian,  Mil- 
let, Corot,  Breton,  Rubens,  etc. 

Cooking:  Study  of  bills  of  fare  with  reference  to  definite  food 
principles  and  food  values.  Planning  typical  menus,  con- 
sidering proper  selection  and  preparation  of  meats,  vege- 
tables, soups,  bread,  pastries,  fruits,  salads,  desserts,  etc., 
which  together  will  make  a proper  dietary.  Carving  and 


132 


EIGHTH  GRADE 

serving.  Housekeeping:  Furnishing  the  house  with  atten- 
tion to  expense,  decoration,  harmony  of  color  and  style,  etc. 

MUSIC 

Sight  Reading.  Use  the  material  listed  in  the  seventh  grade 
outline  completing  the  third  book  of  the  Modern  Music  Series, 
Smith — Silver,  Burdett  & Co. , Chicago.  Reading  of  tenor  and 
bass. 

Art  Songs.  Continued  as  in  seventh  grade. 

Scale  Drills.  Use  chromatic  scale. 

Notation.  Writing  the  chromatic  scale  in  all  keys. 

Naming  Intervals. 

Chord  Study.  Simple  chords  studied  and  written. 

Original  melody  construction  with  simple  harmony  added. 
Program  Music , Concert  Music  and  History  of  Music  given  with 
the  seventh  grade.  See  the  seventh  grade  outline. 

Orchestral  practice  for  those  having  musical  instruments. 

PHYSICAL  TRAINING 

The  same  outline  used  in  the  seventh  grade  will  furnish  mat- 
erial for  the  eighth  grade.  For  material  on  Gymnastics  and  for 
games,  see  the  references  in  the  Appendix  of  this  catalog. 
Hygiene:  Review  of  points  in  general  and  personal  hygiene  cov- 
ered by  the  course  outlined  for  the  preceding  grades.  Spe- 
cial attention  to  protection  against  contagious  diseases;  dis- 
infection; first  treatment  of  wounds — cuts,  burns,  bruises,  etc., 
sun  stroke,  fainting,  etc. 


GRADE  IX. 

The  work  of  the  ninth  and  tenth  grades  is  not  here  out- 
lined as  is  that  of  the  lower  grades.  As  these  two  grades  con- 
stitute the  first  two  years  of  the  four  year  high  school 
course  required  preparatory  to  entrance  to  the  junior 
class  of  the  Normal  School,  the  catalog  of  the 
Normal  School  offers  a general  statement  of  the  work  to  be  given. 
A mere  diagram  of  the  work  by  quarters  is  here  given.  For  a more 
adequate  statement,  see  the  Normal  School  catalog. 


First  Quarter. 

English  1 Composition  and  Rhetoric. 

History  1 Greece  and  the  Orient. 


133 


NINTH  AND  TENTH  GRADES 


Physical  Science  1 — 

Drawing-  1 

Arithmetic — Elective. 
Second  Quarter. 

English  2 

History  2 

Physical  Science  2 — 

Music  1 

Third  Quarter. 

English  3 . . 

Biology  1 

Geography  1 

Manual  Training  1 


Elementary  Chemistry. 
Free  Hand  Drawing. 


Composition  and  Rhetoric. 
Rome. 

Elementary  Physics. 
Beginning  Music. 

Composition  and  Rhetoric. 
Botany. 

Physical  Geography. 


GRADE  X. 

First  Quarter. 

English  4 Literature  and  Composition. 

Biology  2 Zoology. 

Mathematics  1 Algebra. 

Music  2 Continuation  of  Course  1. 

Second  Quarter. 

English  5 Literature  and  Composition. 

Biology  3 Physiology. 

Mathematics  2 Algebra. 

Drawing  2 Decorative  Design  and  Modeling. 

Third  Quarter. 

English  6 Literature. 

Science Physical  or  Biological. 

Mathematics  3 Algebra,  through  Quadratics. 


Domestic  Science  1. 


134 


APPENDIX 

List  of  Books  and  Publishers  Referred  to  by  Number  and  Otherwise. 
For  full  address  of  Publishers,  see  list  following. 

I.  Prose. 

1.  Classic  Myths,  Judd Rand,  McNally. 

2.  In  Mythland,  I and  II,  Beckwith Ed.  Pub.  Co. 

3.  In  the  Child  World,  Poulsson  Bradley. 

4.  Hawthorne’s  Wonder  Book Ed.  Pub.  Co. 

5.  Nature  Myths,  Flora  J.  Cook Flanagan. 

6.  Old  Greek  Stories,  Baldwin  Amer.  Bk.  Co. 

7.  Heroes  of  Asgard,  A.  and  E.  Keary Macmillan. 

8.  Story  of  Siegfried,  Baldwin Scribners. 

9.  Language  Reader,  V.  Baker-Carpenter Macmillan 

10.  Norse  Stories,  Mabie Houghton. 

11.  Asgard  Stories,  Foster Silver. 

12.  Lights  to  Literature,  II  and  III Rand,  McNally. 

13.  Graded  Literature  Readers,  II  and  III Maynard,  Merrill. 

14.  Old  Time  Stories,  Smythe Amer.  Bk.  Co. 

15.  Myths  Every  Child  Should  Know,  Mabie Doubleday,  Page. 

16.  Stories  of  Nibel  ungen,  Schottenfels  Flanagan. 

17.  Age  of  Fable,  Bullinch  McKay. 

18.  Myths  of  NorthernLands,  Guerber Amer.  Bk.  Co. 

19.  Wagner  Opera  Stories,  Barber Pub.  Sch.  Pub.  Co. 

20.  In  the  Days  of  the  Giants,  Brown Houghton. 

21.  Heroes  of  Myth,  Gilbert Silver. 

22.  The  Nine  Worlds,  Litchfield  Silver. 

23.  For  the  Children’s  Hour,  Bailey-Lewis Bradley. 

24.  Williams’  Choice  Collection,  Bk.  I Amer.  Bk.  Co. 

25.  How  to  Tell  Stories,  Bryant Houghton. 

26.  Fairy  Tales  Every  Child  Should  Know Doubleday,  Page. 

27.  Fairy  Tales  and  Fables,  Baldwin Amer.  Bk.  Co. 

28.  Andersen’s  Fairy  Tales,  Mrs.  H.  B.  Paul Warren. 

29.  Grimms,  Fairy  Tales,  Wiltse Ginn. 

30.  Classic  Stories,  McMurry Pub.  Sch.  Pub.  Co. 

31.  Language  Reader,  III.  Baker-Carpenter Macmillan. 

32.  Heart  of  Oak  Books,  III,  Norton Heath. 

33.  Heart  of  Oak  Books,  II,  Norton ...  .Heath. 

34.  The  Fairy  Ring,  Wiggin  and  Smith McClure,  Phillips. 

35.  Child  Life  Reader,  II,  Blaisdell ...  .Macmillan. 

36.  Bible  Stories  for  The  Young,  Sheldon Welch. 

37.  The  Bible. 

38.  The  Child’s  Christ  Tales,  Hofer Proudfoot. 

39.  In  Story  Land,  Harrison Sigma. 

40.  Book  of  Legends,  Scudder Houghton. 

41.  Folk  Lore  Stories  and  Proverbs,  Wiltse Ginn. 

42.  Child  Life  Reader,  III,  Blaisdell Macmillan. 

43.  Adventures  of  a Brownie,  Mulock Harpers. 

44.  Arabian  Nights, Warne  or  Longmans. 

45.  A Kindergarten  Story  Book,  Hoxie Bradley. 

46.  Robinson  Crusoe,  McMurry Pub.  Sch.  Pub.  Co. 

47.  Williams’  Choice  Collection,  I,  Inter Amer.  Bk  Co. 

48.  Through  the  Year,  I,  Clyde-Wallace Silver. 

49.  The  Story  Hour,  Wiggin  and  Smith Houghton. 

50.  Lobo,  Rag  and  Vixen,  Seton Scribners. 

51.  Wild  Animals  I have  Known,  Seton .Scribners. 

52.  Fanciful  Tales,  Stockton Scribners. 

53.  Beautiful  Joe,  Saunders Amer.  Bap.  Pub.  Soc. 

54.  Fifty  Famous  Stories  Retold,  Baldwint Amer.  Bk.  Co. 


135 


Books  and  Publishers. 


55.  The  Cyr  Readers,  III, Ginn. 

56.  Danish  Fairy  Tales,  Bay  Harpers. 

57.  Old  Stories  of  the  East,  Baldwin Amer.  Bk.  Co. 

58.  Thirty  More  Famous  Stories,  Baldwin Amer.  Bk.  Co. 

59.  Krag  and  Johnny  Bear,  Seton Scribners. 

60.  Black  Beauty,  Sewell Page. 

61.  Adventures  of  Robin  Hood,  Pyle Scribners. 

62.  Alice  in  Wonderland,  Carroll - Macmillan. 

63.  King  Arthur  and  His  Knights,  Green Ginn. 

64.  Little  Lame  Prince,  Craik Heath. 

65.  Nonsense  Anthology,  Anonymous Scribners. 

66.  William’s  Choice  Collection,  II,  Inter  Amer.  Bk.  Co. 

67.  The  Jungle  Book,  Kipling Century. 

68.  Story  of  Ulyses,  Cook Pub.  Sch.  Pub.  Co. 

69.  Water  Babies,  Kingsley Ed.  Pub.  Co. 

70.  Uncle  Remus  Stories,  Harris Appleton. 

71.  Eaton  Second  Reader Eaton. 


II.  Poetry. 


1.  Songs  of  Tree  Top  and  Meadow,  McMurry Pub.  Sch.  Pub.  Co. 

2.  Poems  Every  Child  Should  Know,  Mabie Doubleday,  Page. 

3.  Three  Years  with  the  Poets,  Hazard Houghton. 

4.  The  Posy  Ring,  Wiggin  and  Smith. McClure,  Phillips. 

5.  Nature  in  Verse,  Mary  I.  Lovejoy. . . Silver. 

6.  Poems  of  Childhood,  Field Scribners. 

7.  Art  Literature  Readers,  II,  Chutter  Atkinson,  Mientzer. 

8.  Finger  Plays,  Poulsson Lothrop. 

9.  A Book  of  Nursery  Rhymes,  Welsh Heath. 

10.  A Child’s  Garden  of  Verse,  Stevenson Scribners. 

11.  Language  Reader,  II,  Baker-Carpenter ...Macmillan. 

12.  Child  Life  inVerse,  Whittier Houghton. 

13.  William’s  Choice  Collection,  II,  Prim Amer.  Bk.  Co. 

III.  Songs. 

1.  Songs  of  the  Child  World,  I,  II,  III,  Gaynor. . .Church. 

2.  Small  Songs  for  Small  Singers,  Neidlinger Bradley. 

3.  Folk  Songs  and  Other  Songs,  Ditson Lyon  & Healy. 

4.  St.  Nicholas  Songs Century. 

5.  The  Eleanor  Smith  Primer, Silver. 

6.  New  Education  Music  Course,  I. Ginn. 

7.  Rote  Song  Book,  Replier  and  Tapper Amer.  Bk.  Co. 

8.  Singing  Games Flanagan. 

9.  Songs  and  Scissors.  Gaynor Summy. 

10.  Songs  for  Little  Children,  Smith Bradley. 

11.  Songs  in  Season,  George Flanagan. 

12.  The  Coda,  Leaflets,  Periodical Ginn. 

IV.  Physical  Training.  Books  on  Theory. 

1.  Health  and  Strength,  Sargent Caldwell. 

2.  How  to  get  Strong,  Blaikie Harpers. 

3.  Hygiene  for  Girls,  Davis Appleton. 

4.  Physical  Education,  Sargent Ginn. 

5.  Physiology  of  Exercise,  La  Grange Appleton. 

6.  Power  Through  Repose,  Call Little. 

Free  Exercise  and  Apparatus. 

7.  German- American  Gymnastics,  Stecker Lee. 

8.  Public  School  Gymnastics,  Bancroft Kellogg. 


136 


Books  and  Publishers. 


9.  Public  School  Manuals,  Suder McClurg. 

Practical  Games. 

10.  Gymnastic  Games,  Arnold McClurg. 

11.  Indoor  and  Outdoor  Gymnastic  Games Spaulding. 

12.  One  hundred-fifty  Gymnastic  Games Boston  Normal. 

13.  Song  Roundels  and  Games,  Suder Ed.  Pub.  Co. 


Publishers. 

Post  office  Addresses  of  publishers  of  books  and  pictures  referred  to  in 
the  foregoing  pages. 


Books. 

Ainsworth  &Co.,  378-388  Wabash  Ave.,  Chicago. 

American  Baptist  Publishing  Society,  1420  Chestnut  St.,  Philadelphia. 
American  Book  Company,  521-531  Wabash  Ave.,  Chicago. 

American  Publishing  Company, 424  Asylum  St.,  Hartford  Connecticut. 
American  Tract  Society,  150  Nassau  St.,  New  York. 

Appleton  D.  & Co.,  436  Fifth  Ave.,  New  York. 

Atkinson,  Mentzer  & Grover  238-240  Adams  St.,  Chicago 

Bay  View  Pub.  Co.,  Sold  to  Hurst  & Co.,  395  Broadway,  New  York. 

Black,  A.  L.,  London.  Use  McClurg,  Chicago. 

Boston  Normal  School  Gymnastics,  Boston. 

Bradley,  Milton,  The  Thomas  Charles  Co.,  258-260  Wabash  Ave.,  Chicago. 
Burt,  A.  L.  & Co.,  52-58  Duane  St.,  New  York. 

Caldwell,  H.  M.  &Co.,  208-218  Summer  St.,  Boston. 

Cassell  & Co.,  43-45  East  19th  St.,  New  York. 

Century  Co.,  33  East  17th  St.,  New  York. 

Chautauqua  Press,  Chautauqua,  New  York. 

Church,  John  Co.,  Chicago. 

Crowell,  T.  Y.  & Co.,  426-428  Broadway,  New  York. 

De  Wolf,  Fiske  & Co..  365  Washington  St.,  Boston. 

Dodd,  Mead  & Co.,  372 Fifth  Ave.,  New  York. 

Doubleday,  Page  & Co.,  133-137  16th  St.,  New  York. 

Eaton  & Company,  Chicago. 

Educational  Publishing  Company,  Chicago. 

Estes,  Dana  & Co.,  208  Summer  St.,  Boston. 

Fergus  Printing  Company,  22  Lake  St.,  Chicago. 

Flanagan,  A.,  266  Wabash  Ave.,  Chicago. 

Funk  & Wagnalls,  44-60  East  23rd  St.,  New  York. 

Harper  & Brothers,  Franklin  Square,  New  York. 

Heath,  D.  C.  & Co.,  110-120  Boylston  St.,  Boston;  also  Chicago. 

Holt,  Henry  &Co.,  378  Wabash  Ave.,  Chicago. 

Houghton,  'Mifflin  & Co.,  4 Park  St.,  Boston,  also  Chicago. 

Hurst,  & Co.,  395  Broadway,  New  York. 

Jennings  & Pie,  now  Jennings  & Graham,  220  West  4th  St.,  Cincinnati. 
Laird  & Lee,  263-265  Wabash  Ave.,  Chicago. 

Lane,  John,  67  Fifth  Ave.,  New  York. 

Lee  & Shepard.  Lothrop,  L.  & S.,  93  Federal  St.,  Boston.  See  Lothrop. 
Lippincott,  J.  B.  & Co.,  Washington  St.,  Philadelphia. 

Little,  Brown  & Co,,  Boston. 

Longmans,  Green  & Co.,  91-93  Fifth  Ave.,  New  York. 

Lothrop,  Lee  & Shepard,  93  Federal  St.,  Boston. 

Lovell,  Frank  F.  Book  Co.,  66  Park  Place,  New  York. 

Lyon  & Healy,  Chicago. 

Macmillan  Co.,  378  Wabash  Ave.,  Chicago. 

Maynard,  Merrill  & Co.,  44  East  23rd  St.,  Boston. 

McClure,  Phillips  & Co.,  44-60  East  23rd  St.,  New  York. 

McClurg,  A.  C & Co.,  215  Wabash  Ave.,  Chicago. 


137 


Books  and  Publishers. 

McKay,  David;  610  Washington  St.,  Philadelphia. 

Merrill.  Chas.  E.  & Co.,  New  York. 

Nelson,  Thos.  & Sons,  37-41  East  18th  St,,  New  York. 

New  York  World,  New  York. 

Old  South  Work,  Directors  of,  Old  South  Meeting  House,  Boston. 

Orange  Judd  & Co.,  439  Lafayette  St.,  New  York. 

Outlook  Publishing  Co.,  287  Fourth  St.,  New  York.  Sold  to  Macmillan. 
Oxford  Press,  Oxford,  Pennsylvania. 

Oxford  University  Press,  American  Branch,  91  Fifth  Ave.,  New  York. 
Page  & Co.,  200  Summer  St.,  Boston. 

Proudfoot,  A.  Hope,  Auditorium,  Chicago. 

Public  School  Publishing  Company,  Bloomington,  Illinois. 

Putnam’s  Sons,  G.  P.,  27,  29  West  23rd  St.,  New  York. 

Rand,  McNally  &Co.,  169-174  Adams  St.,  Chicago. 

Revell,  F.  H.  & Co.,  80  Wabash  Ave.,  Chicago. 

Row,  Peterson  & Co.,  215  Wabash  Ave., Chicago. 

Sanborn,  Benj.  H.  & Co.,  120  Boylston  St., Boston. 

Scribner’s  Sons,  Charles,  153-157  Fifth  Ave.,  New  York. 

Sigma  Publishing  Co.,  210  Pine  St.,  St.  Louis. 

Spaulding,  A.  G.  & Co.,  Chicago. 

Spon  & Chamberlain,  123  Liberty  St.,  New  York. 

Stanford,  London.  Use  McClurg,  Chicago. 

Stokes,  F.  A.  & Co.,  5-7  East  16th  St.,  New  York. 

Stone,  H.  S.  & Co.,  Elbridge  Court,  Chicago. 

Summy,  Clayton  F.  Co.,  220  Wabash  Ave.,  Chicago. 

University  of  Chicago  Press,  58th  St.  and  Ellis  Ave.,  Chicago. 

University  Publishing  Co.,  27-29  23rd  St.,  New  York. 

Warne,  Frederick  & Co.,  36  East  23rd  St.,  New  York. 

Welch,  W.  M.  Co.,  179  Illinois  St.,  Chicago. 

Whitaker  & Ray  Co..  San  Francisco. 

Wilde,  A.  E.,  Cincinnati. 

Wiley,  John  & Sons,  41-45  East  19th  St.,  New  York, 

Pictures,  Pottery  and  Casts. 

American  Tissot  Society,  27  East  22nd St,,  New  York.Tissot  Bible  Pictures* 
Birds  and  Nature  Pictures,  350  Wabash  Ave.,  Chicago.  Colored  Pictures. 
Brown,  Geo.  P.,38  Lovell  St.,  Boston.  Brown’s  Famous  Pictures. 

Chicago  Art.  Ed.  Co.,  215  Wabash  Ave.,  Chicago.  Pictures  and  Pottery. 
Cosmos  Pictures  Company,  296  Broadway,  New  York.  Cosmos  Pictures. 
Hennecke,  C.  Co.,  Milwaukee,  Wisconsin.  Casts,  statuary,  etc. 

Montross  Gallery,  372  Fifth  Ave.,  New  York.  Montross  Prints. 

Perry  Pictures  Co.,  Malden  Massachusetts.  Well  known  Perry  Pictures. 
University  Travel,  Bureau  of,  201  Clarendon  St.,  Boston.  University  Prints. 

Any  of  the  above  books  may  be  gotten  in  one  order  through  A.  C.  Mc- 
Clurg & Co.,  215  Wabash  Ave.,  Chicago.  The  Brown  and  Perry  Pictures  may 
be  gotten  of  the  Milton  Bradley  Company,  represented  by  the  Thomas 
Charles  Company,  258-260  Wabash  Ave.,  Chicago. 


139 


INDEX 


Addresses  of  Publishers 136 

Appendix — Books  and  Publishers 134 

Arithmetic — See  Mathematics 17 

Board  of  Trustees 2 

Books  and  publishers 136 

Casts— Makers  or  Salesmen 137 

Domestic  Art — See  Manual  Arts 18 

Domestic  Science— See  Manual  Arts 17 

Drawing — See  Manual  Arts 17 

Eighth  Grade 112-132 

English — General  Aim 13 

Faculty ...  3 

Fifth  Grade 70-86 

First  Grade . 20-32 

Fourth  Grade 56-79 

Geography — General  Aim 15 

German— General  Aim 20 

Grammar — See  English 13 

History — General  Aim 14 

Hygiene— See  Physical  Education 20 

Industrial  Arts— See  Manual  Arts 17 

Language— See  English 13 

Manual  Arts— General  Aim 17 

Mathematics— General  Aim 17 

Modeling— See  Manual  Arts . 17 

Music— General  Aim 19 

Nature  Study— General  Aim . . 16 

Ninth  Grade 132-133 

Physical  Education— General  Aim  30 

Pictures— Publishers 137 

Pottery — Dealers 137 

Principles  of  Organization 11 

Publishers 136 

Purposes  of  Training  School 10 

Reading— See  English 13 

Second  Grade 32- 

Seventh  Grade 99-112 

Sixth  Grade 86-99 

Spelling— See  English 13 

Tenth  Grade 133 

Third  Grade 40-56 

Training  School’s  Relation  to  Normal  School 10 


Sequence  of  Material  in  Subjects  by  Grades. 


Subjects  Grades 

I 

II 

III 

IV 

V 

VI 

VII 

VIII 

IX 

X 

English 

20 

32 

40 

56 

70 

86 

99 

112 

132 

133 

History 

24 

35 

44 

59 

73 

88 

103 

114 

132 

Geography-Nature  S. 

27 

36 

48 

63 

76 

89 

105 

115 

133 

133 

Mathematics 

28 

37 

52 

67 

82 

96 

108 

129 

133 

133 

Manual  Arts 

28 

38 

53 

68 

83 

97 

110 

130 

133 

133 

Music 

29 

39 

54 

69 

85 

99 

111 

132 

133 

133 

Physical  Training 

31 

40 

55 

70 

85 

99 

111 

132 

Courses  of  Study 


Of 


The  Academic  and  Normal  School  Divisions 


Of  The 


Western  Illinois  State  Normal  School 


THE  ELEMENTARY  SCHOOL 


The  Elementary  School,  consisting  of  the  first  ten  public 
school  grades,  forms  an  integral  part  of  the  Normal  School.  It 
is  also  the  Training  School. 

A statement  of  the  aims  and  of  the  character  of  the  work  of 
the  Elementary  School  is  found  at  the  beginning  of  the  Course 
of  Study  for  the  Elementary  School  on  page  1. 

However,  since  the  work  of  the  9th  and  10th  grades  consti- 
tutes the  first  two  years  of  the  four  year  high  school  course  re- 
quired preparatory  to  the  entrance  to  the  junior  class  of  the  Nor- 
mal School,  the  course  of  study  in  these  two  grades  is  here  given 
in  outline. 


Grade  IX. 


First  Quarter. 

English  1 
History  1 
Physical  Science  1 — 

Drawing  1 

Arithmetic — Elective. 
Second  Quarter. 

English  2 

History  2 

Physical  Science  2 

Music  1 

Third  Quarter. 

English  3 

Biology  1 

Geography  1 

Manual  Training  1. 


Composition  and  Grammar. 
Greece  and  the  Orient. 
Elementary  Chemistry. 

Free  Hand  Drawing. 


Composition  and  Literature. 
Borne. 

Elementary  Physics. 
Beginning  Music. 

Composition  and  Beading. 
Botany. 

Physical  Geography. 


Grade  X. 


First  Quarter. 

English  4 Literature  and  Composition. 

Biology  2 Zoology. 

Mathematics  1 Algebra. 

Music  2 Continuation  of  Course  1. 


144 


Second  Quarter. 

English  5 Literature  and  Composition. 

Biology  3 Physiology. 

Mathematics  2 Algebra. 

Drawing  2 Decorative  Design  and  Modeling. 

Third  Quarter. 

English  6 Literature  and  Rhetoric. 

Science Physical  or  Biological. 

Mathematics  3 Algebra,  through  Quadratics. 


Domestic  Science  1 

THE  ACADEMIC  DIVISION 

The  Academic  Division  of  the  school  corresponds  to  the  11th 
and  12th  grades  of  a common  school  or  the  3rd  and  4th  years  of 
a good  high  school.  In  this  school,  students  not  fully  prepared 
for  the  junior  class  of  the  Normal  School  may  obtain  the  credits 
necessary  for  admission.  Practically  all  of  the  work  in  this  di- 
vision is  elective,  that  is  any  student  may  take  any  course  offered 
for  which  he  is  adequately  prepared.  For  convenience  in  the 
distribution  of  work  advised  for  those  requiring  two  years  of 
preparation  for  entrance  to  the  Junior  class,  the  following  se- 
quence of  courses  is  offered: 

Grade  XI. 


First  Quarter. 

History  3 . .Mediaeval  Europe. 

Geography  2 North  America  or  Eurasia. 

Mathematics  4 Plane  Geometry. 

Domestic  Art  1 
Second  Quarter. 

History  4 Modern  Europe  to  the  French  Revolu- 

tion. 

English  7 Reading. 

Mathematics  5 Plane  Geometry. 

Manual  Training  2 
Third  Quarter. 

History  5 Modern  England,  1603-1903. 

English  8 Literature. 

Mathematics  6 Solid  Geometry. 

Music  3 


Grade  XII. 


First  Quarter. 

History  6 American. 

Biology  4 The  Principles  of  Biology. 


OUR  COUNTRY  SCHOOL,  SEPTEMBER,  1906 


OUR  COUNTRY  SCHOOL,  MAY,  1907 


145 


Mathematics  7 Modern  Arithmetic. 

Manual  Training  3 
Second  Quarter. 

History  7 Industrial  History. 

English  9 Literature.— The  Drama. 

Geography  3 Commercial  Geography. 

Physical  Science  3 Physics. 

Third  Quarter. 

History  8 Civics. 

Mathematics  8 Modern  Arithmetic. 

Physical  Science  4 Physics. 

Music  4 


Theory  and  Practice  op  Teaching  for  Academic 

Students 

This  course  will  be  open  to  all  Academic  students  and  to  any 
students  of  the  ninth  and  tenth  grades  who  have  obtained  a teach- 
er’s certificate  by  examination,  who  are  obliged  to  teach  in  order 
to  earn  expense  money  to  return  for  the  Normal  courses.  For 
details  of  the  course  see  Education  27  in  the  synopsis  of  Normal 
School  courses,  page  156 

Description  of  Academic  Courses. 

The  academic  work  offered  in  the  several  subjects  is  arrang- 
ed to  take  the  following  sequence: 

BIOLOGICAL  SCIENCE 


Biology  1. — Botany. 

Prerequisite:  Elementary  Chemistry. 

Third  Quarter,  Grade  IX. 

Biology  2. — Zoology. 

Prerequisites.  Elementary  Chemistry;  Elementary  Physics. 

First  Quarter,  Grade  X. 

Biology  3.— Physiology.  A continuation  of  Biology  2. 

Prerequisites:  Biology  2;  Elementary  Physics. 

Second  Quarter,  Grade  X. 

Biology  4. — Principles  of  Biology.  A broad  course,  dealing  with  the  essen- 
tial evidences,  data  and  factors  of  organic  evolution. 

Prerequisite:  One  year  of  biological  science. 

First  Quarter,  Grade  XII. 

DOMESTIC  SCIENCE  AND  ART 

Domestic  Science  1.— Fundamental  principles  of  food  values,  food  preserva- 
tion, food  preparation  and  serving. 

Prerequisites;  Elementary  Chemistry;  Botany;  Physiology. 

Third  Quarter,  Grade  X. 


146 


Domestic  Art  1.— Textiles,  weaving,  sewing,  dress  making,  millinery,  home 
decoration,  etc. 

First  Quarter,  Grade  XI. 

Domestic  Science  and  Art.— Electives.  Special  courses  will  be  offered  as 
needs  arise,  and  as  the  time  and  conditions  will  permit. 

DRAWING 

Drawing  1. — Free  Hand  Drawing.  Still  life:  Composition,  arrangement, 
symmetry,  etc.  Work  in  pencil,  charcoal,  pen  and  ink,  and  water 
color. 

First  Quarter,  Grade  IX. 

Drawing  2.— Decorative  Design  and  Modeling.  Ornament  from  geometric 
and  nature  forms;  historic  ornament;  principles  of  harmony,  rhythm, 
balance  etc.  Working  drawings;  pattern  making;  clay  modeling. 

Prerequisite;  Drawing  1. 

Second  Quarter,  Grade  X. 

Drawing— Electives.  Special  courses  will  be  offered  suited  to  demands  as 
these  arise,  as  far  as  possible. 

ENGLISH 

English  1. — Grammar  and  Composition.  The  study  of  technical  grammar 
with  practice  in  composition. 

Text:  Mead,  English  Grammar. 

First  Quarter,  Grade  IX. 

English  2. — Literature  and  Composition.  The  reading  of  classics  from 
which  themes  for  practice  writing  will  be  drawn. 

Text:  Gardner,  Kittridge  and  Arnold,  Elementary  Composition. 

Second  Quarter,  Grade  IX. 

English  3.— Reading.  Selections  from  standard  literature  for  thought 
study,  appreciation  and  training  in  expression. 

Third  Quarter,  Grade  IX. 

English  4. — Literature.  Chiefly  American  authors  and  classics.  Poetry 
and  prose  selections  from  Bryant,  Longfellow,  Lowell,  Whittier, 
Hawthorne,  Cooper,  Stevenson. 

Text:  Pancoast,  Introduction  to  American  Literature. 

First  Quarter,  Grade  X. 

English  5.— English  Literature.  Essays  and  Orations  from  Addison, 
De  Quincy,  Macaulay,  Webster  and  Lincoln.  One  written  theme  per 
week. 

Second  Quarter,  Grade  X. 

English  6.— Rhetoric  and  Literature.  Special  emphasis  upon  composition 
drawn  mainly  from  literary  matter. 

Third  Quarter,  Grade  X. 

English  7. — Reading.  Study  of  articulation  and  pronunciation.  Different 
styles  of  selections  for  the  development  of  vocal  energy  and  vocal 
purity.  One  play  of  Shakespeare’s. 

Second  Quarter,  Grade  XI. 

English  8.— Poetry  and  the  Novel.  Milton’s  shorter  poems,  and  selected 


147 


pieces  from  Wordsworth,  Coleridge  and  Tennyson.  A brief  history 
of  the  English  novel.  The  reading  and  analysis  of  one  work  of  fiction. 

Third  Quarter,  Grade  XI. 

English  9. — The  drama.  A brief  history  of  the  English  drama  and  com- 
parison of  the  Greek  and  the  Shakespearean  play.  Two  Greek  plays 
and  two  of  Shakespeare’s  will  be  read. 

Second  Quarter,  Grade  XII. 

FOREIGN  LANGUAGES 

Four  years  of  Latin  and  two  of  German  are  offered  to  those  desiring 
work  in  foreign  languages.  No  credit  will  be  given  for  less  than  one  year’s 
work  in  any  foreign  language. 


GEOGRAPHY 

Geography  1.— Physical  Geography.  Text,  laboratory  exercises  and  field 
work. 

Text:  Gilbert  and  Brigham,  Introduction  to  Physical  Geography. 

Third  Quarter,  Grade  IX. 

Geography  2.— North  America  or  Eurasia.  A detailed  study  of  the  physi- 
ographic regions.  Economic  and  historical  phases  will  be  emphasized. 

First  Quarter,  Grade  XI. 

Geography  3. — Commercial  Geography.  A standard  text,  government  re- 
ports and  other  periodical  literature. 

Second  Quarter,  Grade  XII. 


HISTORY 

History  1.  — Greece  and  the  Orient. 

Text:  Myers,  Outlines  of  Grecian  History. 

First  Quarter,  Grade  IX. 

History  2. — Rome. 

Text:  Myers,  Outlines  of  Roman  History. 

Second  Quarter,  Grade  IX. 

History  3. — Mediaeval  Europe. 

Prerequisite:  History  2 and  one  year  of  high  school  work  or  two  years 
of  high  school  work. 

Text:  Robinson,  History  of  Western  Europe. 

First  Quarter,  Grade  XI. 

History  4. — Modern  Europe  to  the  French  Revolution. 

Prerequisite:  History  3 or  three  years  of  high  school  work. 

Text:  Robinson,  History  of  Western  Europe. 

Second  Quarter,  Grade  XI. 

History  5.— Modern  English,  1603-1903. 

Prerequisite:  History  4. 

Text:  Cheney,  A Short  History  of  England. 

Third  Quarter,  Grade  XI. 

History  6. — American  History. 

Prerequisite:  History  5 or  two  years  of  high  school  work. 

Text:  Hart,  Essentials  in  American  History. 


148 


First  Quarter,  Grade  XII. 

History  7. — Industrial  History  of  the  United  States. 

Prerequisite:  History  6 or  its  equivalent. 

Second  Quarter,  Grade  XII. 

History  8.— Elementary  Civics  of  the  State  and  Nation. 

Text:  Fiske,  Civil  Government  of  the  United  States,  Green,  Govern- 
ment of  Illinois. 

Third  Quarter,  Grade  XII. 

History  9.— Elementary  Economics.  Elective.  Modern  theories  of  produc- 
tion, transportation,  rent,  exchange  and  money.  The  most  import- 
ant schools  of  political  economy.  The  tariff  and  the  money  question 
in  American  history.  Banking.  Labor  organizations.  Combinations 
of  capital.  The  effect  of  monopolies  upon  prices.  Immigration  and 
the  standard  of  living.  Place  of  economics  in  the  public  school. 

Text:  Bullock,  Elements  of  Economics. 

Third  Quarter. 


MANUAL  TRAINING 

Manual  Training  1.— Introductory  Course. 

Third  Quarter,  Grade  IX. 

Manual  Training  2.— To  follow  Course  I. 

Second  Quarter,  Grade  XI. 

Manual  Training  3.— Work  more  advanced  and  specialized  than  Course  2. 

First  Quarter,  Grade  XII. 

Manual  Training  4. — Mechanical  Drawing.  Elective.  Geometrical  draw- 
ing and  projection  of  solids.  General  principles  underlying  work. 
Applications  in  constructions  of  plans,  details  and  parts  of  projects 
to  be  used  in  shop  work.  Cabinet,  isometric  and  perspective  draw- 
ing in  relation  to  shop  work. 

Time  to  be  arranged  with  instructor. 

Manual  Training  5. — Bench  Work  in  Wood.  Elective.  Careful  training 
in  technical  processes.  Analysis  of  tool  action.  Care  of  tools.  Study 
of  properties  of  materials  used.  Planning  of  course  in  wood  work 
adapted  to  the  grammar  grade  students. 

Time  to  be  arranged  with  instructor. 

MATHEMATICS 

Mathematics  1,  2,  3.— Algebra  through  Quadratics.  Emphasis  on  the  real 
meanings  of  algebraic  symbols  and  processes.  General  principles,  not 
details,  are  considered  the  serious  business  of  the  course.  Mere  ma- 
nipulation is  discountenanced. 

Text.  Fisher  and  Schwatt,  Complete  Secondary  Algebra. 

First,  Second  and  Third  Quarters,  Grade  X. 

Mathematics  4,  5.— Plane  Geometry.  Attempts  to  help  pupils  develop  some 
real  insight  into  relations  of  form.  Power  to  penetrate  data,  to  in- 
terpret conditions,  to  explain  clearly  the  development  of  the  solution 
and  the  meanings  of  the  result,  are  counted  all  important.  Repeat- 


149 


ing  words  without  actual  insight  into  conditions,  is  counted  positive- 
ly harmful. 

Text:  Beman  and  Smith,  New  Plane  and  Solid  Geometry. 

First  and  Second  Quarters,  Grade  XI. 

Mathematics  6.— Solid  Geometry.  Same  comment  and  text  as  under  Math- 
ematics 4 and  5. 

Third  Quarter,  Grade  XI. 

Mathematics  7.— Modern  Arithmetic.  An  intensive  study  of  some  of  the 
quantitative  relations  that  are  involved  in,  and  interpret,  modern 
business  conditons.  The  emphasis  is  on  the  underlying  principles 
that  govern  and  facilitate  business  procedure,  and  on  the  vital  ele- 
ments that  must  be  reckoned  with  in  a business  deal,  rather  than  on 
the  collection  or  consideration  of  actual  data.  This  course  will  center 
around  stock,  bonds,  banking,  installments,  insurance,  taxes  and 
governmental  revenue,  etc. 

First  Quarter,  Grade  XII. 

Mathematics  8.— Modern  Arithmetic.  A continuation  of  Course  7,  center- 
ing around  farming,  transportation,  merchandising,  building  and 
contracting,  small  business  enterprises,  etc. 

Third  Quarter,  Grade  XII. 

Mathematics  9.— Advanced  Algebra  beyond  Quadratics.  Elective.  See  Math- 
ematics 1,  2,  3. 

Mathematics  10.— Trigonometry. 

Elective.  The  functions,  their  simple  relations,  and  the  solution  of 
plane  triangles. 

Mathematics  11. — Coordinate  Geometry. 

Elective.  The  line,  the  circle,  and  the  conic  sections. 

MUSIC 

Music  1.— Beginning  Music.  Ear  training;  development  of  feeling  for 
rhythm;  teaching  of  rote  songs  to  enable  students  to  carry  tunes; 
creating  oral  melodies  to  fit  verses  appropriate  for  that  sort  of  treat- 
ment. 

Second  Quarter,  Grade  IX. 

Music  2. — A continuation  of  course  1.  Rhythm  drills;  tone  testing;  vocal- 
ization and  tone  placing;  rote  songs;  notation  of  familiar  rote  songs; 
oral  original  melody  constructions. 

First  Quarter,  Grade  X. 

Music  3. — A continuation  of  course  2.  Tone  placing;  sight  reading  of  one 
or  two-voice  exercises  and  songs;  melody  writing;  music  history  to 
accompany  the  songs  studied;  music  history,  ancient. 

Text:  Modern  Music  Primer. 

Third  Quarter,  Grade  XI. 

Music  4.— A continuation  of  course  3.  Open  to  Normal  students  having  no 
previous  definite  music  instruction.  Ear  training;  rhythm  drills; 
melody  construction,  oral  and  written;  sight  reading  of  treble  and 
bass  staff;  song  interpretation;  study  of  song  writing;  music  history 
of  song  and  song  writers;  mediaeval  music  history  and  a careful  study 
of  folk  songs:  elementary  history. 


150 


Text:  Smith,  Common  School  Book  of  Yocal  Music. 

Third  Quarter,  Grade  XII. 

Music — Electives.  Special  courses  will  be  given  as  needs  arise  for  them. 

PHYSICAL  SCIENCE 

Physical  Science  1.— Elementary  Chemistry.  The  simpler  theories  of 
chemical  changes,  processes,  and  laws.  The  more  practical  problems 
of  chemistry  as  related  to  common  life  and  industry.  A foundation 
course  for  elementary  agriculture,  physiology,  physiography,  geology, 
physics  and  advanced  chemistry. 

Text:  Peters,  Modern  Chemistry. 

First  Quarter,  Grade  IX. 

Physical  Science  2.— Elementary  Physics.  The  student  will  be  introduced 
to  many  important  laws  of  nature.  Mechanics  and  machines  will 
receive  special  attention. 

Text:  Higgins,  Lessons  in  Physics. 

Second  Quarter,  Grade  IX. 

Physical  Science  3.— Physics:  Electricity  and  Magnetism.  Presented  with 
laboratory  work  as  in  stronger  four  year  high  schools. 

Prerequisite:  Elementary  Physics. 

Text:  Millikan  and  Gale,  A First  Course  in  physics. 

Second  Quarter,  Grade  XII. 

Physical  Science  4.— Physics:  Heat,  Sound  and  Light.  A continuation  of 
Physical  Science  3,  using  the  same  text.  This  part  of  the  course 
may  be  taken  before  the  above  if  occasion  requires. 

Prerequisite:  Elementary  Physics. 

Third  Quarter,  Grade  XII. 

Physical  Science  5.— Advanced  Chemistry.  Elective.  A careful  study  of 
the  metallic  and  non-metallic  elements;  fundamental  laws  of  the 
science;  the  application  of  chemistry  to  modern  industries. 
Prerequisite:  Elementary  Chemistry. 

Text:  Hessler  and  Smith. 

PHYSICAL  TRAINING 

Courses  throughout  the  year  will  be  available  in  such  number  and  vari- 
ety as  to  accommodate  all  students  electing  this  work.  Calisthenics,  gym- 
nastics, athletics,  out  of  door  games  and  sports  together  with  considerations 
of  hygiene,  will  all  receive  due  attention. 

THE  NORMAL  SCHOOL 

Requirements  for  Admission 

1.  Satisfactory  evidence  of  the  completion  of  a course  of 
study  covering  a period  of  four  years  in  an  approved  high  school. 

2.  It  is  believed  that  a degree  of  scholarship  equal  to  the 
foregoing  is  the  minimum  preparation  with  which  it  is  safe  to  be- 
gin a systematic  study  of  the  art  of  teaching.  The  fact  that  many 
school  districts  are  so  organized  that  it  is  impracticable  for  them 


151 


to  maintain  the  last  two  or  three  grades  must  be  recognized  and 
reckoned  with.  The  Academic  Division  of  the  school  is  organized 
for  the  accommodation  of  students  whose  homes  are  in  school 
districts  of  this  class.  Its  purpose  is  to  prepare  students  for 
admission  to  the  junior  class  in  the  Normal  School. 

In  estimating  the  value  of  a partial  high  school  course,  the 
unit  considered  is  90  school  hours  of  prepared  work.  That  is,  the 
unit  of  work  considered  for  an  entrance  credit  is  one  study,  with 
5 recitations  a week  for  18  weeks.  Twenty-four  such  units  are 
required  for  admission.  Credit  will  be  given  for  partial  prepara- 
tion in  accordance  with  the  following  valuations,  when  certified  to 
by  the  class  teacher  and  principal  of  an  approved  school. 


Algebra 

Biology 

Botany 

Chemistry 

Civics  — 

Drawing 

English,  Comp 
English,  Lit. . . 

French 

Geometry  — 

German 

History. . 

Latin 

Music 

Physics 

Physiography . , 

Physiology 

Zoology 


.2  to  3 Credits 
1 to  2 Credits 
1 Credit 

1 to  2 Credits 
,1  Credit 

to  1 Credit 
.2  Credits 

2 Credits 

1 Credit 
.2  Credits 
.2  to  4 Credits 
.2  to  4 Credits 

2 to  6 Credits 
i to  1 Credit 
1 to  2 Credits 
.1  Credit 
1 Credit 
1 Credit 


Blank  forms  for  certificates  of  work  done  will  be  furnished  when  re- 
quested, except  in  music  and  drawing.  In  these  branches  the  number  of 
credits  allowed  will  be  determined  by  examination. 

8.  Holders  of  free  township  scholarships  will  be  assigned, 
at  entrance,  to  the  9th  or  10th  grade  in  the  Elementary  School. 
Students  of  sufficient  maturity  and  strength  will  be  advanced  as 
rapidly  as  a due  regard  to  their  interest  will  warrant. 


The  Course  of  Instruction 


The  unit  of  work  for  which  a Normal  School  credit  will  be  giv- 
en is  60  recitations  of  40  to  50  minutes  each,  required  from  one  to 
two  hours  preparatory  study  for  each  recitation.  A year’s  work  is  12 
credits,  which  may  be  earned  at  the  rate  of  3 or  4 credits  a quar- 
ter. No  record  will  be  made  of  work  for  which  less  than  a half- 
credit  is  allowed.  The  certificate  of  graduation  will  be  awarded 
at  the  end  of  any  quarter  to  students  who  have  earned  24  credits  for 


152 


prepared  work  distributed  as  hereinafter  provided;  but  the  third 
credit  for  practice  teaching  will  be  withheld  until  it  appears  to  a 
majority  of  the  Head  Instructors,  including  the  Head  Training 
Teacher,  that  the  candidate  is  able  to  teach  successfully  in  one  or 
more  grades  of  an  elementary  school. 

The  diploma  cannot  be  granted  to  any  candidate  who  has 
not  done  at  least  12  units  of  work  in  this  school. 

Work  done  in  excess  of  the  requirements  for  the  diploma,  or 
evidence  of  special  skill  in  teaching  music,  drawing,  manual  or 
houshold  arts,  etc.,  will  be  certified  to. 

Although  the  courses  in  the  Normal  School  are  offered  in  an 
order  indicated  by  the  following  schematic  form,  any  variations 
advisable  to  suit  the  needs  of  students  may  be  made  in  their  se- 
lection of  work.  It  is  the  attitude  of  the  Normal  School  ulti- 
mately to  offer  to  any  student  any  work  which  he  needs  at  a 
time  when  he  can  take  it. 


JUNIOR  YEAR 


First  Quarter. 

Education  20 Psychology 1 

History  20 History  in  the  lower  grades—  Illinois 1 

Manual  Arts  20 Domestic  Science  and  Art  in  the  Grades.  1 

Geography  20  A Biological  Nature  Study  in  the  Grades.  .5 

Geography  20  B Physical  Nature  Study  in  the  Grades. ..  .5 

Second  Quarter. 

Education  21 . . . 

Geography  21 . . 

Manual  Arts  21 
Manual  Arts  22 
Music  20 

Third  Quarter. 

Education  22 . . . 

English  20 

Geography  22  A 
Geography  22  B 
Manual  Arts  23 
Music  21 

Senior  Year 


Principles  of  teaching 1 

Geography  in  the  Grades 1 

Manual  Training  in  the  Grades 1 

Blackboard  Drawing 4 

Music  in  the  Grades 6 

Class  Teaching 1 

English  in  the  Grades 1 


.Physical  Nature  Study  in  the  Grades. . . . 
Biological  Nature  Study  in  the  Grades..  . 
Drawing  and  Modeling  in  the  Grades. . . . 

Music  in  the  Grades 


First  Quarter. 

Education  23 History  and  Principles  of  Education 1 

or 

Education  24 Room  Teaching 2 


4*  05  Ol  OX 


153 


English  21 

Elective 

Second  Quarter 

Education  23 . . . 
or 

Education  24  — 

History  21 

Mathematics  20. 
Elective 

Third  Quarter. 

Education  25 

Education  26 

English  22 

Elective 


Dramatization  and  Story  Telling 1 

1 or  2 


History  and  Principles  of  Education 1 


Room  Teaching 2 

History  in  upper  grades 1 

Arithmetic  in  the  Grades : 1 

1 

School  and  Library  Administration 1 

Sociology 1 

Reading  and  Public  Speaking 1 

1 


SUGGESTED  ELECTIVES 


For  graduation,  credits  are  required  in  all  the  subjects  in  the  foregoing 
outline.  To  provide  for  the  indicated  electives,  any  of  the  courses  in  the 
Academic  Division  are  open  to  election  for  Normal  School  students.  How- 
ever, for  those  who  have  not  had  all  of  the  work  indicated  in  the  Academic 
Division,  either  in  the  outlined  course  or  the  electives,  the  following  courses 
are  suggested  as  especially  desirable  in  the  equipment  of  the  teacher: 
Elementary  Agriculture  Government  of  the  U.  S. 

Principles  of  Biology  Manual  Training 

Commercial  Geography  Drawing 

Arithmetic  Domestic  Science 

Industrial  History  Domestic  Art 

Chemistry  Music 


Upon  the  completion  of  24  units  of  work  for  which  credits  have  been  al- 
lowed, and  the  regular  diploma  awarded,  certificates  of  superior  skill  or 
teaching  ability  in  any  school  art,  or  subject  of  study  may  be  given,  upon 
the  recommendation  of  the  head  training  teacher,  approved  by  a head  in- 
structor or  a special  teacher. 


ADVANCED  STANDING  AND  GRADUATE  STUDY 

Students  coming  from  other  institutions  in  which  work  has  been  ac- 
complished similar  to  that  offered  here  will  be  given  such  credit  and  advanc- 
ed standing  as  conditions  warrant. 

A graduate  of  any  accredited  college,  university  or  normal  school,  who 
desires  to  receive  a diploma  from  the  Normal  School,  must  attend  its 
classes  for  three  full  quarters  and  complete  not  less  than  12  units  of  work. 
Students  entering  on  this  basis  will  be  privileged  to  select  their  work  from 
any  courses  offered,— subject  to  the  approval  of  the  Principal.  Special 
problems  for  research  work  in  elementary  education  may  be  taken  up  by 
any  students  of  graduate  rank  with  the  approval  of  the  Principal.  Cer- 
tificates of  attainment  will  be  awarded  upon  the  completion  of  any  such 
graduate  work. 


154 


SYNOPSIS  OF  NORMAL  SCHOOL  COURSES 

EDUCATION 


Education  20. — Psychology. 

A general  treatment  of  the  fundamental  questions  of  mental  life.  Spec- 
ial emphasis  is  placed  upon  those  essentially  connected  with  the  science 
and  art  of  teaching.  In  so  far  as  possible,  the  work  is  based  upon  concrete 
observations  of  children  and  adults  and  numerous  problems  are  taken  up 
for  solution  by  students  through  observations  and  experimentation. 

Text:  Thorndike’s  Elements  of  Psychology. 

References:  James’  Talks  to  Teachers;  Kilpatrick’s  Fundamentals  of 
Child  Study;  numerous  other  texts  and  special  articles. 

First  Quarter , Junior  year  1 credit. 

Mr.  Bonser. 


Education  21.— Principles  of  Teaching. 

A Study  of  the  application  of  psychological  principles  and  deductions  in 
the  learning  and  teaching  processes.  The  more  important  contributions  of 
child  study  examined  and  criticised.  Pedagogical  principles  deduced  and 
observed  in  practice  in  the  Training  School.  Observation  and  criticism  of 
plans  and  lessons.  Lessons  plans  written,  criticised  and  applied. 

Prerequisite,  Education  20. 

Texts:  Thorndike’s  Principles  of  Teaching;  McMurry’s  Method  of  the 
Recitation. 

References:  DeGarmo’s  Essentials  of  Method;  Rooper’s  Apperception; 
DuBois’s  Point  of  Contact  in  Teaching;  numerous  works  on  child 
study;  and  special  topics  in  books  on  general  pedagogy  and  in  the 
periodical  literature. 

Second  Quarter , Junior  year  1 credit 

Mr.  Bonser. 


Education  22.— Class  Teaching. 

Teaching  in  the  Training  School  is  of  two  types,  class  teaching  and 
room  teaching.  In  class  teaching,  the  student  is  responsible  for  one  full 
credit  period  in  the  Training  School  for  at  least  one  term.  Such  teaching 
is  under  the  close  supervision  of  the  training  teacher  and  of  the  head  of  the 
department  whose  subject  is  taught.  In  all  cases,  courses  in  elementary 
psychology  and  the  principles  of  teaching  providing  extended  observation  in 
the  various  grades,  and  the  professional  study  of  the  subject  to  be  taught, 
are  required  as  a preparation  for  teaching,  unless  excuse  is  justified  by  pre- 
vious training  and  experience. 

Relative  to  the  teaching  work,  weekly  meetings  are  held  by  the  several 
training  teachers,  head  instructors,  or  director  of  the  Training  School  for 
criticism  and  discussion. 

Patrons’  day  is  observed  near  the  close  of  each  quarter.  Student 
teachers  are  expected  to  cooperate  fully  in  making  every  phase  of  the 
Training  School’s  work  of  the  highest  possible  efficiency. 

Third  Quarter,  Junior  year  1 credit. 


155 


Education  23. — History  and  Principles  of  Education. 

Educational  systems  of  importance  in  the  evolution  of  educational  insti- 
tutions. Systems  studied  as  an  expression  of  ideals  of  life  and  culture. 
Especial  emphasis  upon  the  great  educators  and  upon  the  educational  re- 
form and  progress  of  the  last  century.  Present  systems,  conditions  and 
tendencies  examined  and  appraised.  The  aims,  principles  and  limits  of  ed- 
ucation examined  and  discussed.  The  leading  theories  and  doctrines  of  ed- 
ucation investigated.  Present  day  motives  and  values  discussed.  The  aims 
and  methods  of  the  elementary  school  especially  emphasized. 

Prequisites;  Education  20  and  21 . 

Texts:  Dewey’s  School  and  Society;  Dewey’s  Ethical  Principles  Under- 
lying Education;  Monroe’s  History  of  Education. 

References:  JBagley’s  Educative  Process;  O’Shea’s  Education  as  Adjust- 
ment; O’Shea’s  Dynamic  Factors;  Butler’s  Meaning  of  Education; 
Spencer’s  Education;  Harris’  Psychologic  Foundations;  Contemporary 
periodical  literature 

First  or  Second  Quarter , Senior  year  1 credi 

Mr.  Bonsbr. 


Education  24.— Room  Teaching. 

During  the  first  or  second  quarter  of  the  senior  year  each  student  is 
given  entire  charge  of  a room  for  one-half  day.  Students  are  placed  as  ful- 
ly as  possible  upon  their  own  responsibility.  Such  supervision  is  given  as 
will  most  help  them  to  develop  independence,  self  reliance  and  initiative  in 
excellence  of  teaching  and  school  management. 

First  or  Second  Quarter , Senior  year  2 credits 

While  one  term  of  class  teaching  and  one  of  room  teaching  are  ex- 
pected of  the  students  of  average  capacity,  the  criterion  is  ability  and  at- 
tainment rather  than  time  spent  in  the  work.  In  some  cases,  less  time 
might  be  required,  in  other  cases  more.  The  diploma  of  the  Normal  School 
will  not  be  granted  to  any  person  who  has  not  demonstrated  the  abil- 
ity to  teach  successfully  in  one  or  more  grades  of  the  elementary  school. 
Education  25.— School  and  Library  Administration. 

This  course  will  consist  of  two  parts,  one  on  library  organization  and  de- 
velopment, the  other  on  general  problems  of  school  adminstration  and 
management.  The  library  phase  will  consist  of  work  based  on  problems  of 
school  room  libraries  in  graded  and  rural  schools.  It  will  include:  Library 
development;  selection  of  books;  use  of  books;  and  care  of  books,  especially 
with  reference  to:  Ordering  and  receiving;  classification  and  marking; 
charging  system;  accession  records;  shelf  list  records;  and  principles  of  cat- 
aloging. Lectures,  discussions,  problems,  readings  and  reports.  Organiza- 
tion of  typical  libraries.  Extensive  use  and  acquaintance  of  books  them- 
selves. 

In  the  school  management  phase,  will  be  taken  up  questions  of  school 
hygiene,  school  organization,  programs,  grading  and  promotion,  examina- 
tions, discipline,  school  decoration,  the  teacher  and  the  community,  school 
records,  self  improvement  etc.  Discussions,  reading  and  reports. 

References:  White’s  School  Management;  Hinsdale’s  Art  of  Study;  Dut- 


156 


ton’s  Social  Phases  of  Education;  Sabin’s  Common  Sense  Didactics; 
and  appropriate  periodical  literature. 

Third  Quarter , Senior  year  1 credit. 

Miss  Dunbar  and  Mr.  Bonser. 

Education  26.— Sociology. 

An  elementary  description  of  society.  An  examination  of  some  of  the 
principal  forms  of  social  organization.  A study  of  the  modes  of  thought, 
purposes,  and  virtues  that  make  society  possible.  A consideration  of  the 
benefits  that  society  confers  and  the  conduct  that  worthy  membership  in 
society  requires.  Tendencies  toward,  and  social  movements  for  economic 
betterment.  Some  problems  of  social  psychology.  Conditions  of  social  pro- 
gress. The  social  phases  of  education.  Other  educational  forces  than  the 
school.  How  these  forces  and  the  school  may  reinforce  one  another.  An 
attempt  to  show  to  what  extent  and  in  what  sense  the  school  system  is 
the  key  to  the  situation  in  American  civilization. 

Prerequisities:  Education  20  and  23. 

Text:  Henderson’s  Social  Elements. 

References:  Small  and  Vincent’s  Introduction;  Fairbanks’  Introduction; 
Giddings’  Elements;  Cooley’s  Human  Nature  and  the  Social  Order; 
Dutton’s  Social  Phases  of  Education. 

Third  quarter , Senior  year  1 credit. 

Mr.  Bayliss. 

Education  27.— The  Art  of  Teaching  and  School  Management. 

An  elementary  course  for  the  benefit  of  Academic  students,  not  yet 
ready  for  the  Normal  School,  but  who  are  obliged  to  teach  in  order  to 
earn  expense  money  to  return  for  the  Normal  courses.  This  special  course 
is  offered  to  any  students  in  the  11th  and  12th  grades,  or  to  9th  and  10th 
grade  students  who  have  obtained  a teacher’s  certificate  by  examination. 
This  is  an  accommodation  course,  purely.  It  cannot  be  credited  as  Nor- 
mal School  work,  but,  when  well  done,  Academic  credit  may  be  given  for  it. 
The  needs  of  country  schools  are  especially  kept  in  view. 

Texts:  Gillan’s  Abridgment  of  Page’s  Theory  and  Practice  of  Teach- 
ing: Sabin’s  Common  Sense  Didactics;  The  School  Law  of  Illinois; 
The  Illinois  State  Course  of  Study. 

References:  Kern’s  Among  Country  Schools;  Wray’s  Jean  Mitchell’s 

School;  Burrage  and  Bailey’s  School  Sanitation  and  Decoration. 

Second  and  Fourth  Quarter. 

Mr.  Bayliss. 


English 

English  20. — Language  and  Literature  in  the  Grades. 

Some  of  the  problems  of  this  course  are:  The  relation  of  language  and 
thought;  verbal  memory  in  children’s  work;  formal  language  teaching;  in- 
fluences corrective  of  bad  habits  of  speech;  composition,  oral  and  written; 
the  need  of  literature  in  the  child’s  life;  the  problems  in  learning  to  read; 
examination  and  appraisement  of  elementary  school  reading  texts.  Ele- 
ments constituting  a good  primary  reader.  The  Pollard  and  Ward  system 
of  reading.  The  place  of  phonics  in  learning  to  read.  Various  methods  of 


157 


teaching  reading  investigated.  Uses  of  the  dictionary  in  the  grades. 
These  are  to  be  worked  out  partly  by  study  of  the  best  literature  on  the 
subjects  and  partly  through  observation  in  the  Training  School.  Half  the 
term  will  be  devoted  to  the  selection,  study,  classification  and  gradation  of 
children’s  literature. 

Third  Quarter , Junior  year  1 credit . 

Mr.  Hursh. 


English  21.— The  Drama,  Dramatization  and  Story  Telling. 

This  course  will  consist  of  two  parts: 

A.  The  drama  and  dramatization  in  which  will  be  included  a brief 
history  of  dramatic  literature  and  the  relation  of  the  drama  to  child  life. 
One  or  more  Greek  dramas  and  two  of  Shakespeare’s  plays  will  be  studied. 
The  method  of  work  will  be  such  as  to  exemplify  the  teaching  and  study  of 
literature  in  the  higher  grades.  Observation  and  discussion  of  lessons  in 
literature  in  the  Training  School. 

Mr.  Hursh. 

B.  Story  telling  and  dramatization.  The  time  is  equally  divided  be- 
tween methods  in  primary  work  and  methods  for  the  grammar  grades. 
For  the  former,  the  work  is  based  upon  the  use  of  stories,  the  art  of  story 
telling,  and  dramatization.  For  the  latter,  special  emphasis  is  placed  upon 
the  following:  That  it  is  through  the  inspiration  of  real  literature  that 
the  child’s  reading  becomes  direct  and  expressive;  that  the  child  feels  no 
incentive  to  good  reading  unless  his  interest  is  aroused  by  recognizing  the 
fact  that  all  literature  has  in  it  thought  and  feeling  of  permanent  value  or 
pleasure;  and  that  the  chief  aim  is  to  aid  the  pupil  without  confusing 
with  mechanical  details,  to  grasp  the  thought  and  feeling  of  the  whole  for 
the  sake  of  re-expressing  it  orally  for  its  own  pleasure  or  that  of  others. 
Observation  in  the  Training  School  throughout  the  course. 

References:  Sarah  L.  Arnold’s  Learning  to  Read;  McMurry’s  Special 
Method  in  Primary  Reading  and  Special  Method  in  the  Reading  of 
English  Classics;  Chubb’s  How  to  Teach  English;  Sara  Cone  Bryant’s 
How  to  Tell  Stories  to  Children;  Allison  and  Perdue’s  The  Story  in 
Primary  Instruction, 

First  Quarter , Senior  year  1 credit. 

Miss  Davis. 


English  22. — Reading  and  Public  Speaking. 

This  course  consists  of  work  in  oral  expression  and  public  speaking. 
The  study  is  based  upon  the  oral  interpretation  of  narrative  styles  of  lit- 
erature, master  piece  orations,  selections  from  the  Bible,  and  one  play  of 
Shakespeare.  Work  is  also  given  in  extemporaneous  speaking.  The  aim 
of  this  course  is  to  enable  the  students  to  express  before  others  in  a natural 
effective  way  their  own  thoughts,  and  to  interpret  orally  with  adequate  vo- 
cal expression  the  best  things  in  literature.  Numerous  texts  are  used. 

Third  Quarter , Senior  year  1 credit. 


Miss  Davis. 


158 


Geography 

Geography  20.— Nature  Study  in  the  Grades. 

This  course,  together  with  Geography  22,  provides  one  term’s  work  each 
in  the  biological  and  physical  aspect  of  geography  usually  called  nature 
study.  The  work  is  so  divided  as  to  provide  the  first  half  of  the  fall  term 
and  the  second  half  of  the  spring  term  for  the  biological  phases  that  the 
better  opportunities  for  field  excursions  and  garden  work  may  be  utilized. 

A.  Biological.  The  aims  of  nature  study  in  the  grades.  Distinctions 
between  the  view  point  of  the  scientist  and  that  of  the  educator  in  the 
study  of  animal  and  plant  life.  Motives  for  nature  studies — economic, 
scientific,  aesthetic,  moral,  spiritual.  Relation  of  life  forms  and  activities 
to  the  study  of  geography,  to  sciences,  and  to  the  life  interests  and  activi- 
ties of  today.  Collection  and  organization  of  data  and  materials.  Organ- 
ization of  materials  into  a sequence  suitable  for  the  several  grades.  Cor- 
relation of  biological  nature  studies.  Discussion  and  valuation  of  nature 
study  literature.  Observation  and  disscussion  of  nature  study  lessons  in 
the  Training  School. 

References:  Hodge,  McMurry,  Jackson,  Bailey,  Chapman,  and  numerous 
bulletins  and  periodical  literature. 

Mr.  Johnson. 

B.  Physical.  Emphasis  upon  such  subjects  as  relate  physical  nature 
work  most  closely  to  geography  as  usually  taught.  A study  of  the  solar 
system,  and  the  relation  of  the  earth  to  the  same.  Such  facts  and  prin- 
ciples of  chemistry  as  will  aid  the  student  in  studying  rocks,  minerals, 
soils,  weathering,  oxidation,  and  allied  subjects.  Review  of  the  simpler 
facts  of  meteorology  and  methods  of  presenting  these  in  the  various  grades. 

First  Quarter,  Junior  year  1 credit. 

Mr.  Drake. 


Geography  21.— Geography  in  the  Grades. 

The  nature  and  content  of  geography.  Its  relation  to  other  sciences. 
Geographical  controls  and  responses.  The  human  element  in  geography. 
Geographical  influences  upon  industrial  and  political  history.  A considera- 
tion of  observational,  representative,  descriptive  and  rational  geography. 
Excursions  to  illustrate  the  value  of  field  work.  Maps  and  models  and 
their  uses.  Selection,  elaboration  and  organization  of  geographical  material. 
Course  of  study  for  the  elementary  school.  Discussion  and  development  of 
typical  subject  matter  units  and  individual  lesson  plans.  Observation  and 
criticism  of  geography  lessons  in  the  Training  School. 

Prerequisite:  Geography  2 or  its  equivalent. 

Text:  Redway’s  The  New  Basis  of  Geography: 

Second  Quarter,  Junior  year  1 credit. 

Mr.  Sutherland. 

Geography  22. — Nature  Study  in  the  Grades. 

A.  Physical.  A continuation  of  Geography  20  B.  A discussion  of  phys- 
ical nature  work  for  the  different  grades  and  how  the  subjects  selected  may 
best  be  presented.  Laboratory  work  in  which  students  will  have  practice 
in  fitting  up  simple  experiments.  How  phases  of  physical  nature  work  may 


159 


be  carried  on  with  a minimum  of  apparatus.  Relation  of  physical  nature 
study  to  the  industrial  and  commercial  world.  Observation  and  discussion 
of  nature  study  lessons  in  the  Training  School.  An  investigation  of  na- 
ture study  literature.  No  single  text  will  be  used  but  a variety  of  refer- 
ence work  will  be  extensively  consulted. 

Mr.  Drake. 

B.  Biological.  A continuation  of  Geography  20  A.  Especial  attention 
to  the  work  of  the  school  garden,  elementary  agriculture,  and  other  phases  of 
biological  work  so  abundant  in  the  spring  months.  The  educational  view 
point  will  constantly  be  kept  in  mind  and  a close  correlation  between  the 
work  of  this  class  and  the  nature  work  of  the  grades  will  be  observed. 
Excursions,  collections,  readings,  observations  and  reports.  References  as 
in  course  A. 

Third  Quarter,  Junior  year  1 credit. 

Mr.  Johnson. 


Geography  23.— Elementary  Agriculture. 

This  course  is  to  subserve  two  purposes:  To  furnish  students  with 
such  materials  of  the  subject  as  will  provide  sufficient  data  to  interpret 
the  deductions  set  forth  by  Agricultural  Colleges  and  Experiment  Stations, 
and,  as  far  as  possible,  to  give  students  opportunity  to  become  intelligent 
in  the  practice  of  agriculture  fundamentals;  to  treat  the  subjects  from  the 
point  of  view  of  the  elementary  school  teacher,  endeavoring  to  develop 
ability  to  organize  and  adapt  the  material  to  the  needs  of  the  public  schools. 
The  work  will  be  made  practical  by  visits  to  farms  and  by  work  in  an  ex- 
perimental garden. 

Prerequisites:  Elementary  physics;  elementary  chemistry;  physiography; 
one  year  of  biological  science. 

Elective. 

Third  Quarter  1 credit. 

Mr.  Johnson. 


Geography— Electives. 

See  Academic  courses  in  Geography,  page  147. 


Mr.  Sutherland. 


history 

History  20.  A— History  in  the  Lower  Grades. 

B — History  of  Illinois. 

A.  History  in  the  lower  grades.  The  aim  and  purpose  of  history 
study  in  the  elementary  schools.  Wherein  the  educator’s  point  of  view  in 
history  study  is  different  from  the  historian’s.  A discussion  of  a logical 
and  practical  course  of  study  for  the  first  six  grades  of  the  elementary 
school.  Selections  of  material  in  connection  with  the  course  of  study. 
Preparation  of  a working  bibliography.  How  to  judge  textbooks.  Practice 
in  adapting  historical  material  for  use  in  the  various  grades.  Special  day 
programs.  Correlations  of  history  with  geography,  manual  activities,  and 
literature.  Observation  and  discussion  of  work  in  the  elementary  school. 


160 


Teaching  children  how  to  study  history.  Recitations,  assigned  library 
work,  lectures,  observations  and  discussions. 

B.  History  of  Illinois.  This  is  a half  course  alternating  from  time  to 
time  with  history  20  A.  The  major  part  of  the  time  will  be  spent  upon 
the  history  of  Illinois  since  1775.  A constant  effort  will  be  made  to  show 
the  relation  of  events  in  the  state  to  events  in  the  nation  at  large,  as  it 
must  not  be  forgotten  that  American  history  is  a unity.  The  large  part  of 
the  reading  will  be  done  in  the  library.  Practical  work  in  connecion  with 
questions,  what  to  do  with  Illinois  history  in  the  schools,  and  where  to 
find  material. 

Prerequisite:  Some  good  course  in  American  history. 

Text:  Smith’s  History  of  Illinois. 

First  Quarter,  Junior  year  1 credit. 

Mr.  Dickerson. 

History  21. — History  in  the  Upper  Grades. 

Instead  of  attempting  a survey  of  the  entire  field,  either  in  a connected 
way  or  by  selected  topics,  some  particular  period  will  be  studied  intensively. 
These  periods  will  not  be  the  same  but  will  vary  from  year  to  year.  Each 
student  will  be  required  to  become  familiar  with  the  chief  primary  and 
secondary  sourses  of  information  for  the  period  and  know  from  experience 
how  to  work  out  an  historical  problem  in  the  library.  Special  atten- 
tion will  be  given  to  the  questions  of  method  in  teaching  and  in  study  for 
the  seventh  and  eighth  grades.  The  practical  problems  of  the  selection  and 
organization  of  material,  planning  lesson  units,  and  judging  text  books. 
Civics  in  the  elementary  school.  Observation  of  the  work  in  the  above 
grades  in  connection  with  the  discussion  of  plans  for  particular  lesson 
units. 

Texts:  Channing’s  Students’  History  of  theUnited  States;  one  volume 
of  Macdonald’s  Select  Documents. 

Second  Quarter , Senior  year  1 credit. 

Mr.  Dickerson. 

History  22.— Government  of  United  States. 

The  complexity  of  the  conditions  of  American  political  life.  The  indi- 
vidual citizen,  his  rights  and  duties.  Immigration,  its  problems  and  how 
it  effects  local  government  and  school  problems.  Naturalization.  The  po- 
litical party  and  its  methods.  Manner  of  conducting  elections.  Methods 
of  legislation.  The  executive  departments  and  their  work.  Foreign  rela- 
tions and  treaties.  The  judiciary  and  how  it  declares  laws  unconstitutional. 
City  governments  and  their  peculiar  problems.  Importance  of  local  govern- 
ment. Our  teritorrial  problems  and  the  way  we  are  solving  them.  The 
position  of  civics  in  the  school  course. 

Prerequisite:  A satisfactory  course  in  elementary  civics. 

Text:  Hart’s  Actual  Government. 

Elective. 

Second  Quarter.  1 credit. 

Mr.  Dickerson. 

MANUAL  ARTS. 

Manual  Arts  20.— Domestic  Science  and  Art  in  the  Grades. 

Aims  and  purposes  of  this  work  in  the  elementary  school. 


Relation  to 


161 


the  technical  trades,  industries  and  activities  to  which  it  introduces  the 
student.  Motives  controling  the  selection  of  material  and  character  of  the 
work.  Relation  to  the  other  subjects  of  study.  Development  of  a selection 
and  sequence  of  material  adapted  to  the  several  grades  with  methods  of 
presentation.  Planning  of  the  work  with  a minimum  of  equipment.  Means 
and  methods  of  introducing  this  work  where  it  does  not  now  exist.  Re- 
lation of  the  subject  to  industries  on  the  one  hand  and  to  arts  on  the  other. 
Typical  phases  of  work  suitable  for  the  grades  developed  in  the  laboratory 
and  work  rooms.  Observation  and  discussion  of  work  in  the  Training 
School. 

First  Quarter,  Junior  Year  1 credit. 

Miss  Colby. 

Manual  Arts  21.— Manual  Training  in  the  Grades. 

This  course  embraces  a study  of  the  history  and  development  of  the 
subject.  Relation  to  other  subjects.  Relation  to  the  great  trades  and  in- 
dustries to  which  this  work  introduces  the  pupil.  Fundamental  principles. 
Study  of  adaptation  to  grade  and  method  of  presentation.  A close  study 
of  materials  and  tools  with  view  of  adaptation  to  elementary  schools.  Plan- 
ning equipment  to  meet  conditions.  Observation  and  discussion  of  lessons 
in  the  Training  School. 

Text:  Salomon’s  Theory  of  Educational  Sloyd. 

Second  Quarter,  Junior  year  1 credit. 

Mr.  Burch. 


Manual  Arts  22. — Blackboard  Drawing. 

Blackboard  drawing  an  added  source  of  power  to  the  teacher  in  the 
expression  and  clarification  of  ideas.  Illustrations  of  simple  stories.  Rep- 
resentations of  buildings;  furniture;  plants;  fruits;  animals,  at  rest  and  in 
action;  human  activities;  landscapes;  simple  pieces  of  machinery,  apparatus  5 
etc.  Chalk  modeling.  Adaptations  of  blackboard  drawing,  to  the  needs  of  the 
several  grades.  Teaching  children  to  make  blackboard  drawings.  Values 
and  limitations  of  blackboard  drawing  from  an  educational  standpoint. 
Observation  of  work  in  the  Training  School. 

Text:  Blackboard  sketching. — Whitney. 

Second  Quarter,  Junior  year  l of  1 credit. 

Miss  Buckner. 

Manual  Arts  23.—  Drawing  and  modeling  in  the  Grades. 

Aims  and  purposes  of  drawing  and  modeling  in  the  elementary  school. 
Distinction  between  the  viewpoint  of  the  educator  and  of  the  artist.  Re- 
lation to  other  subjects.  Drawing  and  modeling  forms  of  expression  com- 
parable with  English  and  music.  Varieties  of  media  usable  in  the  elemen- 
tary school — crayon,  pencil,  charcoal,  ink,  water  colors,  clay,  etc.  Methods 
and  principles  of  using  each  in  the  grades.  Appropriate  materials  and 
motives  for  each  of  the  grades.  Development  of  the  art  sense  in  children. 
Degree  of  excellence  to  be  expected  of  children.  Cultivation  of  cre- 
ative power  in  the  child.  Cultivation  of  appreciation.  The  place  and 
method  of  picture  study  in  the  elementary  school.  Selection  of 
a graded  sequence  of  masterpieces  for  picture  study.  Place  and 


162 


method  of  biographical  studies  of  the  masters  in  art.  Uses  of  master- 
pieces in  studying  the  principles  of  drawing.  Typical  lesson  units  and  plans 
for  the  various  grades.  Observation  and  discussion  of  lessons  in  the  Train- 
ing School. 

Third  Quarter , Junior  year  \ of  1 credit. 

Miss  Buckner. 


MATHEMATICS 

Mathematics  20. — Arithmetic  in  the  Grades. 

The  origin  and  meaning  of  number  and  its  development  in  race  and 
child  experience.  The  essential  processes  in  number  relations  and  their 
relative  importance.  Interpretations  and  meanings  of  certain  general 
“rules.”  A rational  course  of  study  based  on  the  child’s  experiences  and 
needs.  Discussion  of  present  topics  and  methods.  Criticism  of  present 
“examples.”  Criticism  of  texts.  Study  of  typical  good  examples  with 
criteria  for  judging.  Observation  and  discussion  of  lessons  in  the  Training 
School. 

Prerequisite:  Mathematics  7 or  8,  Modern  Arithmetic,  or  the  equiva- 
lent of  one  of  these. 

Second  Quarter , Senior  year  1 credit. 

Mr.  Arnold. 

Mathematics— Electives. 

See  Academic  courses,  Modern  Arithmetic,  Advanced  Algebra,  Trigo- 
nometry and  coordinate  Geometry,  page  149. 

Mr.  Arnold. 


music 

Music  20.— Music  in  the  Grades. 

Aims  and  purposes  of  music  in  the  elementary  schools.  Music  a form 
of  expression  comparable  to  literature  and  art.  Advanced  theory  and 
elementary  harmony.  Care  and  development  of  the  child’s  voice.  Study 
of  music  form  and  composition.  Composition  by  children.  Cultivation  of 
creative  power  in  children.  Cultivation  of  musical  appreciation.  Methods 
of  teaching  public  school  music.  Graded  selection  of  music  for  children. 
The  place  of  the  history  of  music  in  the  elementary  school.  Observation, 
teaching  and  discussion  of  lessons  in  music  in  the  Training  School.  The 
course  of  study  in  music  for  the  elementary  school. 

Prerequisite:  Music  4 or  its  equivalent. 

Texts:  The  modern  music  Primer,  Common  School  Book  of  Vocal 
Music. 

Second  Quarter , Junior  year  % of  1 credit. 

Miss  Shamel. 


Music  21.— Music  in  the  Grades. 

A continuation  of  Music  20. 

Third  Quarter , Junior  year  f of  1 credit. 

Miss  Shamel. 


163 


PHYSICAL  TRAINING 

Work  will  be  offered  every  quarter  in  physical  training.  A well 
equiped  gymnasium  with  baths  and  dressing  rooms,  as  well  as  excellent  ath- 
letic fields  and  other  out  of  door  facilities  are  at  the  disposal  of  students. 
Games  and  sports  are  encouraged  as  far  as  they  are  of  hygienic  and  edu- 
cative value.  Opportunity  will  be  provided  for  systematic  instruction  in 
the  means  for  keeping  the  body  in  health,  for  maintaining  normal,  progres- 
sive growth  and  development,  for  securing  grace  in  posture,  carriage  and 
action,  and  for  developing  a disposition  to  enter,  with  pleasure  and  profit, 
the  various  recreations  so  necessary  in  any  phase  of  a successful  life.  There 
will  be  discussed  the  value  and  place  of  adequate  periods  of  rest,  of  games, 
gymnastics,  calisthenics,  and  out-door  exercises  and  athletics,  in  the  ele- 
mentary school.  Adequate  attention  will  also  be  given  to  questions  of  gen- 
eral and  personal  hygiene,— dietetics,  cleanliness,  care  of  teeth  and  skin, 
fatigue,  sleep,  protection  against  contagion,  treatment  for  accidental 
mutilations,  and  other  items  necessary  to  the  care  and  preservation  of  a 
healthy  body. 

Outline  of  the  Course. 

Theory:— Measurements  and  tabulation  of  bodily  defects. 

History  of  gymnastics.  Their  relation  to  and  effect  on  the  work  done 
in  the  class  room. 

Methods:— Educational  play  and  its  value. 

Corrective  and  remedial  exercises. 

Anatomy,  physiology  and  hygiene  in  a practical  way  in  connection 
with  use  and  adaptation  of  all  exercises. 

Supplementary  reading.  See  list  in  Training  School  catalog,  Appendix, 
page  135. 

Practice : — Marching. 

Class  formations. 

Military  drill. 

Swedish  and  German  free  hand  work. 

Ehythm  work  and  fancy  steps. 

Light  apparatus  work:— clubs,  bells,  wands,  balls,  etc. 

Heavy  apparatus  work:— horizontal  bar,  rings,  stall,  bars,  etc. 

Pyramid  building  and  mat  work— boys. 

Adaptation  of  exercises  and  games  to  the  school  room. 

All  work  classified  as  to  use  in  primary  and  grammar  grades. 

Miss  Lamkin. 

Outdoor  Athletics— Field  and  Track  Work. 

Golf,  tennis,  archery,  base  ball,  foot  ball. 

Mr,  Barnett. 


INDEX 


Academic  Division 144 

Admission  to  Normal  School 150 

Agriculture,  Elementary 159 

Biological  Science 145-159 

Course  of  Study— Academic  Division 144-150 

Course  of  Study— Elementary  School 10-139 

Course  of  Study— Normal  School  Division 151-163 

Domestic  Science  and  Art 145-160 

Drawing 146-161 

Education 154-156 

Eighth  Grade 112-132 

Electives 144-153 

Eleventh  Grade 144 

English 146-156 

Equipment 8 

Fifth  Grade 70-86 

First  Grade 20-32 

Foreign  Languages 147 

Fourth  Grade 56-70 

Geography 147-158 

History 147-159 

Junior  Year 152 

Laboratories 8 

Library  Administration 155 

Library,  General 8 

Manual  Arts 148-160 

Mathematics 148-162 

Music 149-162 

Nature  Study 158-159 

Ninth  Grade 132-143 

Organization  of  the  Normal  School 7 

Pedagogical  Library  and  Museum 9 

Physical  Science 150 

Physical  Training 150-163 

Psychology 154 

Requirements  for  Admission 150 

Scholarships,  Township  151 

School  Gardens 9 

Second  Grade 32- 

Senior  Year. 152 

Seventh  Grade 99-112 

Sixth  Grade 86-99 

Sociology 156 

Synopsis  of  Normal  School  Courses.  154-163 

Teaching  in  the  Training  School 154-155 

Tenth  Grade 133-143 

Theory  and  Practice  of  Teaching  for  Academics 145-156 

Third  Grade 40-56 

Twelfth  Grade 144 

Sequence  of  Material  in  Subjects  by  Grades. 

Subjects  Grades  I II  III  IY  Y YI  YII  VIII  IX  X 

English  20  32  40  56  86  99  112  132  133 

History  24  35  44  59  73  88  103  114  132 

Geography-NatureS.  27  36  48  63  76  89  105  115  133  133 

Mathematics  28  37  52  67  82  96  108  129  133  133 

Manual  Arts  28  38  53  68  83  97  110  130  133  133 

Music  29  39  54  69  85  99  111  132  133  133 

Physical  Training  31  40  55  70  85  99  111  132 


Illinois 

State 

Reformatory 

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